ABSTRACT
This chapter explores the concept of language ideology in the discourse of educational leadership and sketches out the interrelationships of language, ideology and educational practice. It summarises the basic philosophical and theoretical foundations of language ideology and educational discourse, within a critical discourse analysis (CDA) framework. Language ideology can be analysed in two dimensions; these are neutral or critical. The chapter reflects on the ideological properties of educational discourse, in particular, policy, leadership and governance discourses in educational organisations. It formulates some consequences for educational texts, practices and goals. Higher Education (HE), as an area for study and research, is still an emerging field. The protected characteristics under the Equality Act 2010 are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion, sex and sexual orientation. While this anti-discrimination legislation is important in educational discourse and implemented under the name of Equal Opportunities, the term equal is debatable due to the many paradoxical situations.
