Framing Equity: Critical Analysis of Frames in Education Policy Discourse
Format Type
Plenary
Format Type
Panel
Start Date
13-1-2021 4:20 PM
End Date
13-1-2021 5:10 PM
Abstract
This panel presents 3 papers that use frame analysis to critically analyze the ways educational issues are symbolically structured within policy discourse.
Tracing the Roots of Educational Discourse with Frame Genealogy proposes frame genealogy as novel method for analyzing educational discourse and its influence on policy and practice. Extending critical policy analysis diachronically, frame genealogy supports tracing persistence and change of key frames. Presented as an example, a frame genealogy of Christian Right educational discourse traces the roots of contemporary frames to a past century, documenting persistence of supremacist ideology.
(Re)imagining ELLs in the Every Student Succeed Act explores the findings of a frame analysis of Title III of ESSA following Entman’s (1993) framework. Analysis through the diagnostic frame shows English language learners (ELLs) struggle academically due to their nascent English language proficiency, deficit perspectives, low expectations, and lack of support. The prognostic frame suggests ELLs succeed if they are viewed positively, expected to meet high academic standards, and supported. ESSA perpetuates the assimilationist’s perspectives rather than transforming ELLs’ lives.
A Critical Frame Analysis of the California Mathematics Placement Act of 2015 analyzes problems and solutions as represented in Senate Bill 359 (SB 359). SB 359 addressed public concerns about the mathematics placement process. The problem framed by the SB 359 document was students being held back unfairly due to race, ethnicity, gender, or socioeconomic background. A proposed solution requires students’ accurate placement and progress, and each local educational agency adopting a fair, objective, and transparent mathematics placement policy.
Keywords
Frame analysis, Education policy, Education Discourse, Equity
ORCID ID
0000-0003-1593-1812
Framing Equity: Critical Analysis of Frames in Education Policy Discourse
This panel presents 3 papers that use frame analysis to critically analyze the ways educational issues are symbolically structured within policy discourse.
Tracing the Roots of Educational Discourse with Frame Genealogy proposes frame genealogy as novel method for analyzing educational discourse and its influence on policy and practice. Extending critical policy analysis diachronically, frame genealogy supports tracing persistence and change of key frames. Presented as an example, a frame genealogy of Christian Right educational discourse traces the roots of contemporary frames to a past century, documenting persistence of supremacist ideology.
(Re)imagining ELLs in the Every Student Succeed Act explores the findings of a frame analysis of Title III of ESSA following Entman’s (1993) framework. Analysis through the diagnostic frame shows English language learners (ELLs) struggle academically due to their nascent English language proficiency, deficit perspectives, low expectations, and lack of support. The prognostic frame suggests ELLs succeed if they are viewed positively, expected to meet high academic standards, and supported. ESSA perpetuates the assimilationist’s perspectives rather than transforming ELLs’ lives.
A Critical Frame Analysis of the California Mathematics Placement Act of 2015 analyzes problems and solutions as represented in Senate Bill 359 (SB 359). SB 359 addressed public concerns about the mathematics placement process. The problem framed by the SB 359 document was students being held back unfairly due to race, ethnicity, gender, or socioeconomic background. A proposed solution requires students’ accurate placement and progress, and each local educational agency adopting a fair, objective, and transparent mathematics placement policy.