擦除、专家/ise和教育“选择”:2023年堪萨斯州教育法案的后结构主义视角

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education Policy Analysis Archives Pub Date : 2023-10-31 DOI:10.14507/epaa.31.8170

Angela Kraemer-Holland

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引用次数: 0

摘要

本文利用新自由主义、新保守主义和后结构主义的概念框架来研究2023年堪萨斯州立法机构提出的四项教育法案。本文利用批判性话语分析，将政策文件作为文本和话语的形式，剖析了使用中的语言、权力结构和霸权，探讨了总体的教育政策/话语，以及这些话语如何定位教师、教学和公共教育。提出的堪萨斯州法案强调了教师抹掉的霸权话语，对专业知识的怀疑，以及掩盖价值取向政策结果的价值自由语言，以说明政策制定者试图从政治上重新定义堪萨斯州的教育状况，以反映新自由主义和新保守主义取向。本文强调了教师、教育工作者和教育研究人员的关键任务，即采用实践者包容性的方法和政策分析机会，将批判性话语分析定位为一种富有成效的方法工具，通过这种方法来收回教育叙事。

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Erasure, expert/ise, and educational “choice”: A poststructuralist perspective of Kansas educational bills in 2023

This paper utilizes a conceptual framework uniting neoliberalism, neoconservatism, and poststructuralism to examine four education bills from the Kansas state legislature proposed in 2023. Utilizing critical discourse analysis to frame policy documents as forms of text and discourse, this paper unpacks language-in-use, structures of power, and hegemony to investigate the overarching educational policy d/Discourses and how these position teachers, teaching, and public education. The proposed Kansas bills highlight hegemonic d/Discourses of teacher erasure, skepticism of expertise, and value-free language masking value-laden policy outcomes to illustrate policymakers’ attempts to politically redefine Kansas educational conditions to reflect neoliberal and neoconservative orientations. This paper highlights the critical task for teacher educators and educational researchers to engage with practitioner-inclusive methodologies and policy analysis opportunities to position critical discourse analysis as a fruitful methodological vehicle through which to reclaim educational narratives.

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来源期刊

Education Policy Analysis Archives Social Sciences-Education

CiteScore

1.20

自引率

0.00%

发文量

164

审稿时长

20 weeks

期刊介绍： Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. Accordingly, EPAA/AAPE does not have a pre-determined number of articles to be rejected and/or published. Rather, the editorial team believes that the quality of the journal should be assessed based on the articles that we publish and not the percentage of articles that we reject. For EPAA “inclusiveness” is a key criteria of manuscript quality. EPAA/AAPE publishes articles and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy. Priority is given to empirical articles. The Editorial Board may also consider other forms of educational policy-relevant articles such as: -methodological or theoretical articles -commentaries -systematic literature reviews