Starting a Conversation about Critical Frame Analysis: Reflections on Dealing with Methodology in Feminist Research

Haar, Marleen van der; Verloo, M.M.T.

doi:10.1017/s1743923x16000386

Cited by 18 publications

(12 citation statements)

References 8 publications

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“…In the place of a closed or hierarchical set of codes that is more typical of content analysis projects, critical frame analysis focuses on capturing divergent discourses. As a result, researchers adopting this paradigm suggest analyzing frames in response to sensitizing questions around how participants diagnose issues and develop prognoses for action (van de Haar & Verloo, 2016). Of interest to me in this article are the specific ways in which these arguments directly responded to and countered the common sense of closures presented by school district leadership.…”

Section: Discussionmentioning

confidence: 99%

“…In many city school districts in recent decades, shrinking urban centers and increased school choice have meant declining student enrollments (Dowdall, 2011;Engberg, Gill, Zamarro, & Zimmer, 2012). Closures also take place as cities like Philadelphia or Chicago have undertaken austerity measures meant to compensate for budget shortfalls in recent years (Good, 2016;Uetricht, 2014). The compounded effect of these various trends, some school system leaders argue, has forced their hands.…”

Section: Inevitabilitymentioning

confidence: 99%

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“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes

Syeed

2019

EPAA

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Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.

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Section: Discussionmentioning

confidence: 99%

Section: Inevitabilitymentioning

confidence: 99%

“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes

Syeed

2019

EPAA

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“…We combined the new interview data with the SEL excerpts from the first phase of data analysis and used critical frame analysis as an analytical tool to characterize leaders’ framing of SEL (Van Der Haar & Verloo, 2016). Framing is the process through which leaders construct the meaning of a particular concept, idea, or event by defining a situation in a particular way and putting forward a specific interpretation of the issues at stake (Benford & Snow, 2000).…”

Section: Study Design and Methodologymentioning

confidence: 99%

“…We began our critical frame analysis (Van Der Haar & Verloo, 2016; Verloo & Lombardo, 2007) by coding to identify instances of diagnostic and prognostic framing within both the SEL excerpts identified in our initial phase of data collection and the interview data collected in phase two. All frames contain implicit or explicit representations of a problem, or diagnostic frame , that lead to a related prognostic frame, or representation of the appropriate solution (Benford & Snow, 2000; Van Der Haar & Verloo, 2016). Our coding of the combined data produced 29 excerpts representing occurrences of diagnostic framing and 51 excerpts showing prognostic framing.…”

Section: Study Design and Methodologymentioning

confidence: 99%

School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness

Forman

Foster

Rigby

2021

Educational Administration Quarterly

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Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound region of Washington state. The first data collection and analysis phase drew from interviews, observations, and artifacts from a larger study to identify anti-racist SEL intersections and the leaders associated with these intersections. In the second phase, we conducted additional interviews with three leaders and performed a critical frame analysis to characterize the frames used by leaders to shape what SEL means and who it serves. Findings: We describe three anti-racist SEL intersections in which leaders made explicit connections between SEL and broader anti-racist goals within their work with White teachers. We found that leaders framed SEL strategically to address White teachers’ emotions, and as tools teachers might use to understand and address students’ racialized classroom experiences Implications: Findings provide illustrative examples of leadership that connects anti-racist practice with SEL and explore how leaders’ novel understanding of SEL and anti-racism undergirds this leadership approach.

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“…2 Diese lassen sich in einen diagnostischen und einen prognostischen Teil zusammenfassen. Eine Zweiteilung, die sich auch bei der "critical frame analysis" findet (Dombos et al 2012;van der Haar und Verloo 2016;Verloo und Lombardo 2007 mern und 19 in Hamburg. 4 An den Debatten beteiligten sich Abgeordnete der SPD, CDU, Grünen, Linken, AfD, FDP und Piraten, sowie in Mecklenburg-Vorpommern der NPD und einiger weiterer Kleinstparteien sowie fraktionslose Mitglieder der Landesparlamente (Welche Vertreter*innen der einzelnen Parteien zu Wort kommen zeigt Tab.…”

Section: Qualitative Framing-analyse: Methode Und Vorgehenunclassified

„Seit Köln“, und „nach Chemnitz“ – Schlüsselereignisse im parlamentarischen Diskurs

et al. 2021

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ZusammenfassungDie Kölner Silvesternacht 2015/2016 und die Vorfälle in Chemnitz 2018 sind Schlüsselereignisse der jüngeren deutschen Geschichte, die eng mit den Konflikten in der Migrations- und Integrationspolitik verbunden sind. Wir untersuchen die diskursive Verarbeitung dieser Ereignisse in den Landtagen. Dazu verbinden wir qualitative und quantitative Verfahren der Textanalyse und werten einen umfangreichen Korpus aller Plenardebatten aus, die seit den Silvesterereignissen in Köln stattfanden. Unsere quantitative Textanalyse zeigt, dass Köln und Chemnitz fortwährend im parlamentarischen Diskurs nachhallen. Mit einer Framing-Analyse identifizieren wir die Deutungsmuster der Parteien. Wir stellen fest, dass die Kölner Silvesternacht die bekannten parteipolitischen Deutungsmuster im parlamentarischen Diskurs zwar herausfordert nicht jedoch grundlegend verändert. Dagegen macht Chemnitz 2018 neue parteipolitische Interpretationsangebote, sowie eine zunehmende Polarisierung zwischen AfD und etablierten Parteien sichtbar.

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Starting a Conversation about Critical Frame Analysis: Reflections on Dealing with Methodology in Feminist Research

Cited by 18 publications

References 8 publications

“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes

“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes

School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness

„Seit Köln“, und „nach Chemnitz“ – Schlüsselereignisse im parlamentarischen Diskurs

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