Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Taylor N. Allbright, Tasminda K. Dhaliwal, Jacob D. Alonso, James C. Bridgeforth, Monica Santander, Kate E. Kennedy
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引用次数: 0

Abstract

Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about the roles of different educational actors, how these messages relate to existing societal power dynamics, and how they relate to the school model or school demographics. Findings: For students and educators, the sites expressed that students had an important problem, while the school and educators were offered as the solution. This common framework manifested in four distinct patterns, which we describe as the savior, cultivation, assimilation, and marketplace scripts. Implications: By critically examining school websites and other semiotic materials, leaders and other stakeholders can work to “root out” potentially harmful assumptions and narratives and envision alternatives that offer empowerment and transformation.
学校作为解决方案,学生作为问题:高中网站制度脚本的批判性话语分析
目的:在本研究中,我们使用批判性话语分析来检验学校网站传达了什么关于教育工作者和学生的预期角色。研究设计:我们分析了一个中等城市地区的13个高中网站,该地区已经实施了几项市场化改革,并采用了集中择校模式。我们利用制度理论中的脚本概念来分析这些网站传达的关于不同教育参与者角色的信息,这些信息如何与现有的社会权力动态相关,以及它们如何与学校模式或学校人口统计相关。调查结果:对于学生和教育工作者来说,网站表示学生有一个重要问题,而学校和教育工作者则是解决方案。这个共同的框架表现为四种不同的模式,我们将其描述为救世主、培养、同化和市场脚本。含义:通过批判性地审查学校网站和其他符号学材料,领导者和其他利益相关者可以努力“根除”潜在的有害假设和叙事,并设想提供赋权和变革的替代方案。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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