Policy Enactments and Critical Policy Analysis: How Institutional Talk Constructs Administrative Logics, Marginalization, and Agency

Whiteman, Rodney S.; Maxcy, Brendan D.; Fernández, Estéban; Scribner, Samantha M. Paredes

doi:10.1007/978-3-319-39643-9_9

Cited by 3 publications

(7 citation statements)

References 22 publications

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“…We conceptualize the official language of higher education administrators as one part of a complex network of policy actors and actions. This approach echoes other research that has examined how language use provides evidence of micropolitical processes and institutional logics involved in navigating contentious educational policy contexts at the K-12 level (Whiteman, Maxcy, Fernández & Scribner, 2017).…”

Section: Theoretical Frameworksupporting

confidence: 59%

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

et al. 2018

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An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.

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Section: Theoretical Frameworksupporting

confidence: 59%

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

et al. 2018

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“…The analysis employs CDA as a tool to analyze the arguments, justifications, and strategies of participants in the Town Hall event to understand the negotiation of personal and social identities, and their relationship to power within the institutional environment of DPS. The study combines the analytical methods from CDA with a modified institutional logics framework that includes conceptualizations of teacher professionalism and unions (Douglass Horsford et al, 2019;Thornton et al, 2012;Whiteman et al, 2017). The components of this framework allow for consideration of how public discourse associated with an organization (such as a school district) interacts with other organizations (such as a union) or individuals (such as a community member) through a system of power relations.…”

Section: Methods and Study Designmentioning

confidence: 99%

“…Statements made by higher-status individuals are viewed as more legitimate and/or knowledgeable than those with lower status within the organization. In the context of a school district, status is assigned to a person based on their role and social connections within the institution (Whiteman et al, 2017). At the start of the breakout room session, participants were asked to introduce themselves and their relationship to innovation schools.…”

Section: Statusmentioning

confidence: 99%

“…Each of these roles has a certain institutional status that affords members the right to speak about a given issue. These institutional statuses coexist with other forms of social capital including those associated with race, class, educational attainment, and social networks (Whiteman et al, 2017). This section describes the role and status of speakers in the breakout room.…”

Section: Statusmentioning

confidence: 99%

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An examination of public discourse about teachers’ collective bargaining rights in a portfolio school district

Noble

2023

EPAA

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Employing an institutional logics framework and critical discourse analysis, this study examines the discourse of participants in a stakeholder-feedback meeting about a proposal by the Denver Public School board to extend collective bargaining rights to teachers in the district's innovation schools. The findings provide insight into the logics that control how teacher unions and collective bargaining agreements are understood by proponents of autonomous schools and portrayed to the general public through media. The analysis explores how connections to power and status allowed some stakeholder groups to influence the board to revise the policy to one more favorable toward market-oriented school reform. In this case, the dominant narrative that emerged from the stakeholder feedback cycle was one in which the collective bargaining rights of teachers were positioned as a threat to autonomous schools’ ability to provide “what's best for kids” in their classrooms.

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“…Gill, Cain Nesbitt, and Parker (2017) used counternarratives of African American leaders to explore a shift in policy discourse from a focus on desegregation to an emphasis on color- and context-blind testing and accountability. Marshall and Young (2013) and Young and Marshall (2013) applied feminist CPA to examine the power and patriarchy prevalent in the culture and context of accountability policy that repress and silence women in educational leadership, and Whiteman, Maxcy, Fernández, and Paredes Scribner (2017) used CPA to explore marginalizing professional logics of school administration.…”

mentioning

confidence: 99%

Where Critical Policy Meets the Politics of Education: An Introduction

2018

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The study of educational politics and policy through a critical frame allows for a more nuanced, holistic understanding of the complexities associated with education policy, from creation through implementation to evaluation. The contributions to this special issue of Educational Policy illustrate the work of critical education policy scholars engaged in research focused at the federal, state, and local levels. In this introductory article, we introduce basic elements of critical policy analysis (CPA), including fundamental ontological and epistemological claims and their implications for investigating educational policy. From this foundation, we preview the articles included in this collection, highlighting their frameworks, methods, and focus.

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Policy Enactments and Critical Policy Analysis: How Institutional Talk Constructs Administrative Logics, Marginalization, and Agency

Cited by 3 publications

References 22 publications

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

An examination of public discourse about teachers’ collective bargaining rights in a portfolio school district

Where Critical Policy Meets the Politics of Education: An Introduction

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