A Critical Discourse Analysis of Selected Speeches of Educational Leaders in the Bangsamoro Education Sector
DOI:
https://doi.org/10.67167/vertex.578Keywords:
educational leadership discourse, Bangsamoro education, moral governance, language and power, post-conflict education, qualitative inquiry, policy narrativeAbstract
This qualitative study critically analyzed selected speeches and official messages of educational leaders in the Bangsamoro education sector. It focused on an under-researched leadership discourse as a process that creates meanings of reform, identity, inclusion, moral governance and formation of learners in post-conflict autonomous education. The corpus comprised five publicly available texts from 2019-2024, which included complete speeches or messages and source-based reports that included official texts. The study was guided by Fairclough’s three-dimensional model of Critical Discourse Analysis to examine the textual features, discursive practices, and social practices of the corpus. Results revealed that educational leadership discourse in the Bangsamoro consistently presents education as a means of peacebuilding, self-determination, moral governance, inclusive access, and collective development. Learners are represented not merely as recipients of education but as future leaders, professionals, and contributors to regional transformation. Teachers, parents, public servants, and development partners are represented as shared actors in institutional reform. It was also found that religious language, reform language, collective language and future language were strategically used to justify educational action. The study finds that public education speeches in BARMM are not merely ceremonial messages; rather, they function as policy narratives that shape public perception of Bangsamoro education. The findings have implications for research, leadership and practice in the field of English language teaching, discourse studies, and education in multilingual and culturally grounded contexts. Specifically, it highlights how public educational language connects institutional reform with local histories, spiritual values, stakeholder participation, and the continuing aspiration for inclusive and transformative Bangsamoro education.
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