Discursive perspectives on education policy and implementation PDF
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Discursive Perspectives on Education Policy and Implementation Edited by Jessica Nina Lester, Chad R. Lochmiller, and Rachael E. Gabriel Discursive Perspectives on Education Policy and Implementation (cid:129) (cid:129) Jessica Nina Lester Chad R. Lochmiller Rachael E. Gabriel Editors Discursive Perspectives on Education Policy and Implementation Editors JessicaNinaLester ChadR.Lochmiller IndianaUniversity IndianaUniversity Bloomington,IN Bloomington,IN USA USA RachaelE.Gabriel UniversityofConnecticut Storrs,CT USA ISBN978-3-319-58983-1 ISBN978-3-319-58984-8 (eBook) DOI10.1007/978-3-319-58984-8 LibraryofCongressControlNumber:2017946746 ©TheEditor(s)(ifapplicable)andTheAuthor(s)2017 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher, whetherthewholeorpartofthematerialisconcerned,specificallytherightsoftranslation, reprinting,reuseofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinany otherphysicalway,andtransmissionorinformationstorageandretrieval,electronicadaptation, computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped. 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CoverDesignbyThomasHowey Printedonacid-freepaper ThisPalgraveMacmillanimprintispublishedbySpringerNature TheregisteredcompanyisSpringerInternationalPublishingAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland P REFACE In May 2014, we gathered at the International Congress of Qualitative Inquiryheld attheUniversityofIllinoisinUrbana-Champaign,Illinois,to discussthepossibilityofaspecialissueofEducationalPolicyAnalysisArchives (EPAA) focused on the use of language-based methods for the study of education policy. At the time, our vision was to create a forum where scholars using language-based methodologies and methods could share theirpolicy-relatedwork.Werecognizedthatnewapproachestothestudy ofpolicywerenecessaryandthatqualitativescholarscouldcontributetothe generation of these approaches. At the time, we had no idea how many scholarssawthisforumasvaluable.Indeed,aswehavelearnedthroughout this process, scholars using language-based methodologies and methods have much to say about this topic! We were astounded to receive more than 50 individual submissions for what became a two-part special issue of EPAA, covering a variety of language-based approaches and policy issues. Thespecialissues,alongwithourownreadingandresearch,highlightedthe needtosaymoreabouttheseapproachesastheyrelatetoeducationpolicy. Could, for example, a focus on discourse become popularized in policy research? Might these approaches serve to support education scholars in unpacking issues of power, privilege, and (in)justice related to the design andimplementationofpolicyissues?Couldlanguage-basedmethodologies andmethodsopennewandpotentiallyfruitfulsourcesofdata?Inreflecting v vi PREFACE onthesequestions,wecollectivelyagreedthatmorescholarshipwasneeded onthistopicandthuswebeganshiftingourattentionfromourEPAAspecial issuestothedevelopmentofthisco-editedvolume. Ourvisionforthisvolumethusdevelopedinparallelwithoureffortsto completethespecialissuesofEPAA(Lesteretal.2016,2017).Manyofthe authorsincludedinthisvolumealsoappearedinoneofthespecialissueswe generated. The first focused on critical discourse analysis and the second focusedmorebroadlyonvaryingapproachestodiscourseanalysis.Thus,we readily acknowledge that this volume is part of a dialogue that we began before, and we further acknowledge the assistance of the editorial team at EPAAforsupportingusattheearlieststagesofconceptualizingtheseideas. Theprimarypurposeofthisbookprojectisnotsimplytorepeatwhathas alreadybeensaidbytheauthorsincludedintheEPAAspecialissues;rather this volume serves to extend and solidify our argument that language- based methodologies and methods are valuable to the study of education andareespeciallysoinrelationtoeducationpolicyissues.Inparticular,we seethesemethodsbeingparticularlyvaluableforimplementationindiffer- entpolicycontexts.Equallyimportant,weviewthisvolumeasanopportu- nity to introduce novice and experienced scholars to the use of language- based methodologies and methods. No such volume currently exists. Scholars generally focus on language-based methodologies and methods without resources exploring the link between these approaches and the study of education policy in particular. We see this gap as particularly concerning,giventhepopularity,utility,andrelevanceoftheseapproaches. Finally, we also view this volume as a resource for experienced scholars to identify potential policy topics, methodological approaches, and questions that may be explored using these approaches. Indeed, the topics covered withinthevolumearevastandthusencouragescholarshipwithinandacross avarietyofpolicydomains. Aswepreparedthisvolume,weeachadopteduniqueroles.JessicaNina Lester, Assistant Professor of Inquiry Methodology at Indiana University, served as the methodological expert. Her own work using language-based methodologiesandexpertiseaboutthemservedasthetechnicalbaseforthis volume. Further, her keen editing skills proved essential to the overall management of the project. Chad R. Lochmiller, Assistant Professor of EducationalLeadershipandPolicyStudiesatIndianaUniversity,servedas PREFACE vii the primary policy expert on this volume. His expertise in issues related to policy and leadership provided guidance that helped steer the chapter authors toward meaningful policy issues that spanned both policy and institutionalcontexts.Asthesecondeditor,heprovidedsupportandassis- tance to the first editor, as wellas recommendationsfor external reviewers withpolicyexpertise.Finally,RachaelGabriel,AssistantProfessorofLiter- acyEducationattheUniversityofConnecticut,servedasapolicyexperton issues related to teaching, learning, and literacy and contributed her own scholarshiptothisvolumeasamodelforotherstofollow.Collectively,the editorscreatedabalancededitorialteamthatreflectedmethodologicaland policyexpertise.Indeed,itwasthisbalancedteamstructurethatsupported theinitialdevelopmentoftheEPAAspecialissuesuponwhichthisvolumeis based. Further, it was the co-mingling of knowledge bases that supported theneedsofchapterauthors. Whileeachreaderwillundoubtedlybringadifferentlenstothereadingof thisvolume,wethinkitisappropriateformostscholarstousethisbookasa resourceandreference.Thechapterspresentedhereinfocusbothonpolicy issues and on background information designed to support deeper under- standing of language-based methods. This is not a traditional research textbook,however.Scholarswillnotfindstep-wiseinstructionsthatdescribe howtoconductpolicyresearchusingtheseapproaches.Rather,thisvolume shouldbeseenasacompendiumofmodelstudiesthataimtoinspirescholars to pursue research using one of these approaches, in addition to several chapters that offer methodological perspectives related to language- basedmethodologiesandmethods.Indeed,wehopethisbookservesasan invitation to readers to not only consider the utility of language-based approaches in their own policy work but also see the empirical chapters as exemplarsforhowsuchworkmightbeconceptualizedandcarriedout. Last, we are indebted to the authors who contributed chapters to this volume.Wereitnotfortheirwillingnesstosharetheirideas,wewouldnot be able to offer this resource. Our hope is that using this volume and studying the various examples presented within it will yield opportunities for scholars with various interests toexamine policy issues using language- basedmethodologiesandmethodsandtousethese methods asanoppor- tunity to open up new analytic approaches, data sources, and questions pertaining to the design and implementation of policy. In the current viii PREFACE politicalandpolicyenvironment,weseeanyperspectivethatbringsacritical lenstotheworkofeducationasimportant.Asmanyofthescholarswithin this volume highlight, the types of issues that language-based methodolo- gies and methods enable scholars to examine provide fuel for those who seektoaskwhoseinterestsoureducationpolicyserves. IndianaUniversity JessicaNinaLester Bloomington,IN USA IndianaUniversity ChadR.Lochmiller Bloomington,IN USA UniversityofConnecticut RachaelE.Gabriel Storrs,CT USA REFERENCES Lester,J.N.,Lochmiller,C.R.,&Gabriel,R.(2016).Locatingandapplyingcritical discourse analysis within education policy: An introduction. Education Policy AnalysisArchives,24(102).doi:10.14507/epaa.24.2768 Lester,J.N.,Lochmiller,C.R.,&Gabriel,R.(2017).Exploringtheintersectionof educationpolicyanddiscourseanalysis:Anintroduction.EducationPolicyAnal- ysisArchives,25,25. A CKNOWLEDGMENTS We wish to thank those who have contributed to the development of this book.First,theideaforthebookgrewoutofourworkasguestco-editors for Education Policy Analysis Archives, a journal which supported and became invested in a two-part special issue focused on discourse analysis and education policy. We thus thank Gustavo Fischman and Audrey Amrein-Beardsley for their encouragement and support in bringing these ideas to fruition. Second, we thank the anonymous peer reviewers who providedrichandthoughtfulfeedbackthatcarriedeachoneofthechapters forward toward its full potential. We also thank the Palgrave Macmillan team, specifically Milana Vernikova and Mara Berkoff. Finally, indeed this bookwouldnotbepossibleapartfromthethoughtfulworkofthecontrib- utors.Wethankeachofthemforsharingtheirworkandengagingwithusin thinkingaboutpossibilitiesforlanguage-basedmethodologiesandmethods andeducationpolicyscholars. ix C ONTENTS 1 AnIntroductiontoDiscursivePerspectivesonEducation PolicyandImplementation 1 JessicaNinaLester,ChadR.Lochmiller,andRachaelE.Gabriel 2 EducationPolicyImplementationResearch:ACallfor NewApproaches 17 ChadR.LochmillerandSamanthaL.Hedges 3 Language-BasedApproachestotheStudyofEducation Policy 41 JessicaNinaLester,FrancescaA.White,andChadR.Lochmiller 4 FromSubjectificationtoSubjectivityinEducationPolicy ResearchRelationships 65 EricaBurman 5 MembershipCategorizationAnalysisforEducationPolicy 89 JustinPaulsen xi
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