Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers

Main Article Content

Abstract

The ways in which the language of reformers intersects with and informs reform implementation is important to our understanding of how education policy impacts practice. To explore this issue, we employed critical discourse analysis (CDA) to analyze the language used by a 21st century skills-focused reform organization to promote its program alongside the language that local actors used to explain its implementation. We examined source materials, field notes, interview data, and publicly available organizational data collected over a five-year period to critically examine how discourse 1) illustrated alignment between the stated and implicit audience for the school reform program and 2) shaped subsequent implementation. Analyses suggest the reform organization promoted itself through a discourse that all students in all reform schools were being prepared for college, career, and civic life. There was a significant misalignment, however, in the discourses regarding the appropriate student audience for the reform. Local actors questioned whether the reform program 1) was suitable for all students and 2) provided necessary supports for all students in all schools. This misalignment led to uneven implementation and resulted in some educators dismissing the goals of the program as unrealistic. Given that educational agencies have considerable freedom to choose among diverse reform programs, our analysis suggests it is important to understand the discourses through which reform organizations advertise models, implementers justify adoption, and educators respond.

 

Downloads

Download data is not yet available.

Article Details

How to Cite
Lenhoff, S. W., & Ulmer, J. B. (2016). Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers. Education Policy Analysis Archives, 24, 108. https://doi.org/10.14507/epaa.24.2273
Section
Discursive Perspectives Part 1
Author Biographies

Sarah Winchell Lenhoff, Wayne State University

Sarah Winchell Lenhoff is an assistant professor of educational leadership and policy studies at Wayne State University. Her research focuses on the intersections of educational policy and practice, particularly as they relate to school improvement, school choice, and accountability.

Jasmine B. Ulmer, Wayne State University

Jasmine B. Ulmer is an assistant professor of education evaluation and research at Wayne State University. In addition to education policy, her research interests include critical qualitative methodologies.

Most read articles by the same author(s)