| Abstract: | This paper examines the implications of postmodern deconstructive insights for the practice and teaching of policy analysis. A review of recent literature highlights the clashes between rational/positivist and rhetorical/postpositivist perspectives, and concludes that elitist technocratic complexity too often excludes the public from meaningful policy deliberation. The paper closes with concrete recommendations for the academic preparation of more democratic, more rhetorically sophisticated “postmodern” policy analysts. |
