The ‘fear of falling behind regime’ embraces school policy:state vs federal policy struggles in California and Texas
| Autor: | John B. Krejsler |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Discourse analysis
media_common.quotation_subject Public policy Fear of falling Standards-based education discourse California Education State (polity) Political science 0502 economics and business Ethnography medicine 050207 economics Federal turn media_common K-12 education policy Corporate governance 05 social sciences 050301 education Texas Federal policy Political economy Accountability Uddannelseskultur medicine.symptom 0503 education 'Fear of falling behind' regime |
| Zdroj: | Krejsler, J B 2018, ' The ‘fear of falling behind regime’ embraces school policy : state vs federal policy struggles in California and Texas ', International Journal of Qualitative Studies in Education, vol. 31, no. 5, pp. 393-408 . https://doi.org/10.1080/09518398.2018.1449984 |
| DOI: | 10.1080/09518398.2018.1449984 |
| Popis: | This article maps key trajectories of how California and Texas have dealt with school policy since the 1990s. The twin purpose is, first, to shed light on the dynamics governing the formation of K-12 education policy in two influential but very different states, and second, to visualize the intensification of state–federal interaction that evolved into a national school discourse. The argument is that an overarching ‘fear of falling behind’ regime was a driving force in establishing a national school discourse by amalgamating standards-based education discourse with the previously dominant civil-rights discourse. Drawing upon post-Foucauldian theory, the author demonstrates in analyses of policy documents, policy literature and other empirical material how documenting very different state contexts can shed light upon the forces at work in shaping the ambiguous balances between federal and state levels that simultaneously transform both – as currently manifested in the transition from NCLB (2001) to ESSA (2015). |
| Databáze: | OpenAIRE |
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