Kosovo constitutes a very engaging example for critical policy analysis, since in the last two decades it passed through different and opposite phases, going from emergency, to reconstruction and to development, which in some cases still co-exist. Policy making and political process concerning education have especially been crucial, both before and after the conflict in 1999, driven as they were - and still are - by different and sometimes opposite interests and agendas of actors that are operating in the territory. The present paper draws on the increasingly recognised importance of discourse in modern societies (Giddens 1990; Harvey 1989), and particularly on the consolidation of the process of ‘discourse driven social change’, as stated by Fairclough (2001). Furthermore, it takes over Jessop´s concepts of ‘restructuring’ and ‘rescaling’ of social practices (including discourse) as typical process of globalization. Critical Discourse Analysis (CDA) has relatedly been recognized as crucial for policy analysis as it intends to unveil hidden power relations and encourage investigations over the dialectical relationship between discourse and other social practices, which are seen in dialectical relationship: each internalize the other without being reduced to it (Chouliaraki and Fairclough 1999; Fairclough 2003). Every social practice is, in fact, an articulation of diverse social elements, among which is discourse. The paper aims in particular at examining diverse social practices in the process of policy making of the main strategies of pre-university education issued in 2003, 2006 and 2011. The analysis will on one side reveal different components of social practices involved in policies generation, in respect to actors involved and the related socio-political context. On the other it will highlight the salience of discourse, defining its way of enactment and recontextualization through genres, discourse and styles. 

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