I have to say I'm a little surprised to see this question, since a lot of people do this. Just a few examples off the top of my head:

http://www.tandfonline.com/doi/abs/10.1080/09518398.2012.666288

http://www.tandfonline.com/doi/abs/10.1080/17508487.2015.1096291?journalCode=rcse20

http://www.tandfonline.com/doi/abs/10.1080/02680939.2012.690163?journalCode=tedp20#.VzDAIPkrKUl (this is narrative analysis, but I think you will notice a link between that and CDA)

Also see Ball, Maguire & Braun's book, "Doing Policy"

You should probably also look at Dissertation Abstracts, since I can think of a number of dissertations that have applied CDA to policy documents - I think that would probably help.

Thank you so much! These links and suggestions are very helpful!

Another suggestion would be Bacchi's What's the problem presented to be? which I find very useful.

Hi there,

we tackled educational policies regarding gender and sexuality from the perspective of Ministry of Education textbook reviewers here: 

https://www.teachingenglish.org.uk/article/gender-sexuality-english-language-education-focus-poland

also available here: 

https://www.researchgate.net/publication/282610340_Gender_and_Sexuality_in_English_Language_Education_Focus_on_Poland

Hope this helps.

Best,

Łukasz

Book Gender and Sexuality in English Language Education: Focus on Poland

The article above by Rogers et al. shared by Harshvardhan Singh has a lot of the most significant literature in this area up to 2012. You could also look at other work by Rebecca Rogers. For the US specfiically, I'd recommend looking at Rachele Lawton's work, and also Crissa Stephens and David Cassels Johnson, for instance. You might want to have a look at my book on Scotland (The Discursive Construction of the Scots Language) which includes an analysis of an educational curriculum. I'd be surprised if your initial searches uncovered none of these names - what exactly were you searching for?

·        Paasche, Karin (2006). An Analysis of South Africa’s Education Policy Documents: Self-Definition and Definition of the “Other”.  The Edwin Mellen Press. Lewiston, NY. ISBN:13:978-0-7734-5616-7

This is on South African Education policy documents - but could be useful.

I agree with Irina, Carol Bacchi (2009) Analysing policy: what's the problem represented to be? The author provides a 6 step method for a critical CDA based on Foucault.

Lots of examples out there. Here's but one other:

Prins, E., & Toso, B. W. (2008). Defining and measuring parenting for educational success: A critical discourse analysis of the parent education profile. American Educational Research Journal, 45(3), 555-596.

Hello! I have analysed 33 years of Singapore's education (neo-liberal) policies using various forms of CDA approaches and formulating my own theoretical-analytical framework in the process.

This is a link to my thesis: "Inequality as meritocracy: a critical discourse analysis of the metaphors of flexibility, diversity, and choice, and the value of truth in Singapore’s education policies, 1979 - 2012" http://espace.library.uq.edu.au/view/UQ:382530

I have also published an article from it: "INEQUALITY AS MERITOCRACY

The use of the metaphor of diversity and the value of inequality within Singapore's meritocratic education system" http://www.tandfonline.com/doi/abs/10.1080/17405904.2015.1034740?journalCode=rcds20

That's a very interesting topic for research. I suggest that you use K.Hyland's engagement and stance model and/ or J.Swale's model of the rhetorical organization structure of MOVES and STEPS to find if in those educational  policy documents there is enough attention paid to the stakeholders  or not.

I would suggest Carol Bacchi - Analysing policy : What's the problem represented to be? (2009). This approach offers a framework that asks 6 questions and is a method for critical discourse analysis based on the work of Foucault.

Thank you so  much everyone for sharing with me all these resources!

I am working on my dissertation which is focused on document analysis of ed. policy related to the ELLs in U.S. I want to use CDA as my interpretive approach. Whereas I am pretty comfortable with the document analysis  method, I am less comfortable with the CDA.  I am still reading Fairclough and Wodak  I tried to  find research that had used CDA on ed policy documents and I have not been that successful.  

Once again, thank you for the articles and for all of  your suggestions.

Nicoleta 

I am a sociolinguist . A Georgetown university graduate a looooong.. time ago.

I am working on simultaneous interpreter training research . I have published in Meta. Babel, IRAL, The Interpreter and Translator Trainer ,J, of Literary Semantics. I am interested in professional discourse research and translator training at the work place.

Here’s another@ by Carpenter & Diem.

Guidance matters: A critical discourse analysis of the race-related policy vocabularies shaping leadership preparation. BW Carpenter, S Diem - Urban Education, 2015