Discursive Perspectives on Education Policy and Implementation

1. Front Matter

   Pages i-xv

   PDF

2. An Introduction to Discursive Perspectives on Education Policy and Implementation

   • Jessica Nina Lester, Chad R. Lochmiller, Rachael E. Gabriel

   Pages 1-16

3. Education Policy Implementation Research: A Call for New Approaches

   • Chad R. Lochmiller, Samantha L. Hedges

   Pages 17-40

4. Language-Based Approaches to the Study of Education Policy

   • Jessica Nina Lester, Francesca A. White, Chad R. Lochmiller

   Pages 41-64

5. From Subjectification to Subjectivity in Education Policy Research Relationships

   • Erica Burman

   Pages 65-87

6. Membership Categorization Analysis for Education Policy

   • Justin Paulsen

   Pages 89-112

7. A Mangled Educational Policy Discourse Analysis for the Anthropocene

   • Ryan Evely Gildersleeve, Katie Kleinhesselink

   Pages 113-132

8. Plays Well with Others: The Discourse and Enactment of Partnerships in Public Pre-K

   • Bethany Wilinski

   Pages 133-156

9. Reframing Misbehavior: Positive School Discipline and the New Meaning of “Safety” in Schools

   • Hilary Lustick

   Pages 157-173

10. Critical Discourse and Twenty-First-Century Education Reform Policy

    • Jasmine Ulmer, Sarah Lenhoff

    Pages 175-195

11. Reading and Dyslexia Legislation: Analytic Techniques and Findings on the Framing of Dyslexia

    • Rachael E. Gabriel, Sarah Woulfin

    Pages 197-217

12. Constructing Teacher Effectiveness in Policymaking Conversations

    • Rachael E. Gabriel

    Pages 219-239

13. Future Directions for Education Policy Research and Language-Based Methods

    • Chad R. Lochmiller, Jessica Nina Lester

    Pages 241-252

14. Back Matter

    Pages 253-258

    PDF

This edited volume demonstrates some of the potential contributions of discourse analytic approaches to the study of education policy and its implementation within particular policy contexts. Contributing authors provide a range of perspectives, examining education policy using both micro-analytic traditions and more macro-analytic traditions. With examples of research focused on various stages of the policy process from agenda-setting and policy-making to implementation and media representations, this volume will appeal to scholars engaged in research at the intersection of education policy and discourse analysis, and to students with specific interests in education policy and qualitative research methods.

• teachers and administrators
• sensemaking
• micro-analytic traditions
• conversation analysis
• discursive psychology
• rhetorical analysis
• poststructural discourse analysis
• discourse analysis

“The editors and their contributors provide readers with a comprehensive set of discourse studies by not only examining issues of (in)justice, (in)equality, (in)equity, and the like via multiple discourse analyses, but also by helping us reframe the ways that we might all come to more precocious understandings of educational policies writ large.” (Audrey Amrein-Beardsley, Professor, Mary Lou Fulton Teachers College, Arizona State University, USA)

“This book provides a critical assessment of some of the taken-for-granted beliefs pertinent in the field and unpacks the rhetoric and discourses that have underpinned educational policies. This is a ‘must read’ book for anyone in the field of education.” (Michelle O’Reilly, Senior Lecturer, University of Leicester, UK)

• Indiana University, Bloomington, IN, USA

  Jessica Nina Lester, Chad R. Lochmiller

• University of Connecticut, Storrs, CT, USA

  Rachael E. Gabriel

Jessica Nina Lester is Assistant Professor of Inquiry Methodology in the School of Education at Indiana University, USA. Much of her research is positioned at the intersection of discourse studies and disability studies. She has published widely, most recently co-authoring a methods textbook and co-editing two handbooks on mental health and discourse/conversation analysis.


Chad R. Lochmiller is Assistant Professor in the Department of Educational Leadership and Policy Studies in the School of Education at Indiana University, USA. His current research focuses on education policy issues, particularly those related to school finance, human resource management, and leadership development.


Rachael E. Gabriel is Assistant Professor of Literacy Education at the University of Connecticut, USA. Gabriel’s research interests include teacher preparation, development and evaluation, and literacy instruction, interventions, and related policies. Her current projects investigate opportunities for adolescent literacy development, disciplinary literacy, and tools for teacher evaluation.

Policies and ethics