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Discursive Perspectives on Education Policy and Implementation

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  • © 2017

Overview

Editors:
  1. Jessica Nina Lester

    1. Indiana University, Bloomington, IN, USA

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  2. Chad R. Lochmiller

    1. Indiana University, Bloomington, IN, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Rachael E. Gabriel

    1. University of Connecticut, Storrs, CT, USA

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  • Explores the growing interest in conceptualizing, theorizing, and actualizing the study of everyday and institutional interactional practices that are germane to the policy arena

  • Assists in providing both researchers with examples of how discourse and conversational analysis research can considered in relationship to education policy

  • Focuses on localized understanding of policies as elucidated by discourse

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xv
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  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
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Keywords

About this book

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.

Reviews

“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)

Editors and Affiliations

  • Indiana University, Bloomington, IN, USA

    Jessica Nina Lester, Chad R. Lochmiller

  • University of Connecticut, Storrs, CT, USA

    Rachael E. Gabriel

About the editors

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.

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