AMLT.GE:3301: Educational Reform and Leadership in the New Economy.
Program in Educational Leadership
Department of Administration, Leadership, and Technology
The Steinhardt School of Education, New York University
Spring Semester, 2014
Instructor:
Office Location:
Telephone
Office Hours:
Gary L. Anderson
Pless Hall 6th Floor
(use email for quicker
response)
Before and after class or
by appointment
Class Location:
Class Time:
Email Address:
Bobst LL 145
Weds. 4:55 – 7:35
ga34@nyu.edu
Catalog description: This course will explore educational reform and leadership in the
context of fundamental economic, cultural, and technological changes that have occurred
globally particularly in the last 40 years. We will especially study the impact of postwelfare, neoliberal policies on schools, universities, and classrooms, teachers and
administrators, the public and private spheres, racialized and gendered identities, and
youth culture.
Background of Course:
From the mid-1940s to the mid 1980s, American schools were broadly shaped by
an ideology and set of discourses, policies and practices strongly influenced by Welfare
State agreements manifested in Roosevelt’s New Deal and Johnson’s Great Society
policies. Beginning in the late1970s and early 1980s a new ideology and set of
discourses, policies and practices were introduced by both major political parties
characterized by some as the “new “ economy or Neoliberalism. With origins in classical
liberalism, but more recently in the work of Milton Friedman and his colleagues at the
University of Chicago, these ideologies, discourses, policies, and practices are
transforming what it means to reform and lead schools.
While perhaps the primary shift has been economic, this seminar will explore
other changes that have occurred either parallel with or as a result of these economic
shifts. Sometimes referred to as “Globalization,” shifts have also occurred such as 1.
changes in information, communication, and media technologies, 2. growing levels of
worldwide migration creating new diasporas 3. new ways of constructing identities
around ethnicity, gender, race, class, and sexuality, and 4. growing social inequality.
This seminar will explore research that describes the influence of these shifts on
educational goals, reform (NCLB), school leadership, teachers’ work, children, youth,
families and local communities. Many scholars are using various research methodologies
designed to capture these influences, such as critical ethnography, institutional
ethnography, critical policy analysis, and critical discourse analysis. We will experiment
some with these methodologies in class, especially critical discourse analysis (CDA).
Seminar Objectives:
1. Participants will demonstrate an understanding of various ideological and theoretical
frameworks to explain recent economic, cultural and political shifts and their impact on
education.
2. Participants will demonstrate an understanding of various issues associated with
recent economic, cultural, and political shifts interact with school leadership and
Educational reform/policy.
3. Participants will demonstrate an understanding of how these shifts are manifested—
often in contradictory ways--in the everyday life of students, teachers, schools, and local
communities, how these groups take up, accommodate, or resist them, and how
researchers are responding methodologically to these changes.
4. Participants will demonstrate an understanding of educational policies and practices
that might effectively address these economic, cultural, and political shifts, including
leadership models, curricular and instructional practices, and national, state and school
level policies.
5. Students will learn to analyze neoliberal texts and discourses using Critical Discourse
Analysis.
Grades:
Attendance and informed participation: 10%
Mini-assignments 40% (10% each) minimun of 3 pages each.
Paper: 50% (First draft of an AERA paper, 20-page minimum)
If your final paper is a CDA study, prepare a draft of a proposal for a study using Critical
Discourse Analysis. (2-3 pages) This can be an individual proposal or a group of two or
three. For some good guides, see http://www.politicseastasia.com/studying/how-to-do-adiscourse-analysis/ Chapter 8 of the Fairclough book, the Hillary Janks article below (on
NYU classes)
Required Course Texts:
Anderson, G. L. (2009). Advocacy Leadership: Toward a post-reform agenda.
New York: Routledge. (galley proofs on NYU classes)
Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity
Press.
Friedman, M. (1962). Capitalism and Freedom. Chicago: University of Chicago
Press. (Read chapters 1, 2, 6, 7)
Harvey, D. (2005). A brief history of neoliberalism. London: Oxford University
Press. (Read chapters 1, 2, 3, 6, 7)
Suggested (not required) texts:
Publication Manual of the American Psychological Association (6th Edition)
Washington, D.C.: A.P.A. (All of your papers should follow APA.
Guidelines; All students should own a copy of this manual.) See also
http://www.apastyle.org/learn/tutorials/brief-guide.aspx for an overview of
changed to the 6th edition.
Saldana, J. The coding manual for qualitative researchers. Thousand Oaks, CA:
Sage.
Class Schedule:
January 29: Introduction, Interviews (bring a recording device)
February 5: Multi-level Analysis
Bring coded Interview transcripts. Code multiple interviews.
Required readings:
Anderson, G. (2009). Advocacy Leadership: Toward a post-reform agenda. New
York: Routledge. (Chapter 2: authentic leadership)
Saldana, J. The coding manual for qualitative researchers. Thousand Oaks, CA:
Sage. (chapter one)
Jigsaw (Groups of two or three--Prepare a PowerPoint):
Rowan, B. (2006). The new institutionalism and the study of educational
organizations: Changing ideas for changing times. In H.D. Meyer & B.
Rowan (Eds.) The New Institutionalism in Education. Albany: State
University of New York Press.
Bourdieu, P. & Wacquant, L. (1992). An invitation to reflexive sociology.
Chicago: University of Chicago Press. (The Logic of Fields, pp. 94-117).
Wilson, William Julius (2009). More than just race: Being Black and poor in the
inner city. New York: W.W. Norton. (Chapter 2: The forces shaping
concentrated poverty)
Anderson, G.L. & Scott, J. (2012). Toward an intersectional understanding of
social context and causality. Qualitative Inquiry, 18(8).
See also (not required)
Phillips, N., Lawrence, T.B. & Hardy, C. (2004). Discourse and institutions. Academy of
Management Review, 29(4), 635-652.
Gary Anderson (discussing chapter 2) http://vimeo.com/46758446
February 12: ATLAS. ti workshop (meet in Bobst library, rm. 617)
Bring a digital transcription of your interview from Jan 29th to analyze.
Required reading:
Saldana, J. The coding manual for qualitative researchers. Thousand Oaks, CA:
Sage. (chapter one)
February 19: Discourse-Practices and Critical Discourse Analysis
Mini-assignment #1: Select an article for analysis from appendix C. What approach
to CDA is used? Describe how the author uses the method. How effective is the
analysis? (3-4 double spaced pages) Due: Feb. 26.
Anderson, G.L. and Grinberg, J. (1998). Educational administration as a
disciplinary practice: Appropriating Foucault’s view of power, discourse,
and method. Educational Administration Quarterly, 34(3), 329-353.
Fairclough, Norman. (1992). Discourse and social change. Cambridge, UK:
Polity Press. (Chapters 3, 8)
February 26: Critical Discourse Analysis (cont.)
Fairclough, Norman. (1992). Discourse and social change. Cambridge, UK:
Polity Press. (Chapters 4, 7)
Mautner, Gerlinde (2010). Language and the Market Society : Critical Reflections
on Discourse and Dominance. London: Routledge. (Chapters 2, 3)
Haig, E. (2004). Some observations on the critique of critical discourse analysis.
Studies in Language and Culture (Nagoya University), 25(2), 129-149.
http://www.lang.nagoya-u.ac.jp/proj/genbunronshu/25-2/haig.pdf
See also on CDA: (not required)
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research.
New York: Routledge. Other critical discourse analysis texts:
Gee, J.P. (2005). An introduction to Discourse Analysis. New York: Routledge.
Gee, J.P., Hull, G., and Lankshear, C. (1996). The new work order: Behind the
language of the new capitalism. Westview Press.
Janks, H. (1997). Critical Discourse Analysis as a research tool. Discourse:
Studies in the Cultural Studies of Education. 18(3), 329-42.
March. 5: Neoliberal/Neoclassical Economics
Required Readings:
Anderson, Gary L. (2009). Advocacy Leadership: Toward a post-reform agenda.
New York: Routledge. (Chapter 6: Toward a post-reform agenda)
Friedman, Milton. (1962). Capitalism and Freedom. Chicago: University of
Chicago Press. (Preface, Chapters 2 and 6)
Naomi Klein: http://www.democracynow.org/2008/10/6/naomi_klein
Wall Street Crisis Should Be for Neoliberalism What Fall of Berlin Wall Was for
Communism.
See also (not required):
Chubb, J.E. and Moe, T.M. (1990). Politics, markets, and America's schools.
Washington, D.C.: Brookings Institution.
Friedman, Milton. (Feb. 19, 1995). Public schools: Make them private The
Washington Post.
http://www.friedmanfoundation.org/friedmans/writings/1995.jsp
Milton Freidman interview: http://www.youtube.com/watch?v=JfdRpyfEmBE
Hoover Institution videos: http://www.hoover.org/multimedia/videocommentary/26692
Noam Chomsky, Howard Gardner, Bruno della Chiesa: Paulo Freire and
“Pedagogy of the Oppressed”: http://www.youtube.com/watch?v=-SOw55BU7yg
March. 12: Neoliberalism
Required Readings: (Jigsaw for Harvey chapters)
Harvey, David. (20005). A brief history of neoliberalism. London: Oxford
University Press. (Introduction and chapters one, two, three, six, seven)
See also (not required)
David Harvey on HardTalk
http://www.youtube.com/watch?v=UkWvx1QQ76c
March. 19: Spring break (No class)
March 26: New Public management
Due: Mini-assignment #2: Read Ward (2011), summarize the main tenets of New
Public Management (NPM), and discuss how the article you chose (Montecinos, et.
al., Black, or Court) implicitly or explicitly uses these concepts as a framework for
their analysis. (2-3 pages)
Ward, S. (2011). The machinations of managerialsim: New public management and
the diminishing power of professionals. Journal of Cultural Economy, 4(2),
205-215.
Montecinos, C. Pino, M., Campos-Martinez, J. Dominguez, R, Carreno, C. (2013).
Master teachers as professional developers: Managing conflicting versions
of professionalism. Educational Management, Administration &
Leadership, 1-18.
Black, W. (2008). The contradictions of high stakes accountability “success”: A
case study of focused leadership and performance agency. International
Journal of Leadership in Education, 11(1), 1–22.
Court, M. (2004). Talking back to New Public Management versions of
accountability in education: A co-principalship’s practices of mutual
responsibility. Educational management administration & Leadership, 32,
171-194.
See also (not required):
Fusarelli, L. & Johnson, B. (2004). Educational governance and the new public
management. Public Administration and Management, 9(2), 118-127.
(While out of date, this article provides a good U.S.-based primer for those
unfamiliar with NPM).
Arellano-Gault, D. (2010). Economic NPM and the need to bring justice and equity
back to the debate on pubic organizations. Administration and society, 42(5),
591-612.
April 2: New Policy Networks: Philanthropy, Special Interests, and Markets.
Due: Mini-assignment #3: Choose an educational reform and research the policy network
promoting the reform (e.g., venture philanthropists, think tanks, edu-businesses, policy
entrepreneurs, etc.) 3-4 pages.
Required readings:
Scott, J. (2009). The politics of venture philanthropy in charter school policy and
advocacy, Educational Policy, 23(1), 106-136.
Mini-assignment #4: Think tank paper (due next week). Do a cursory critical discourse
analysis of the following three think tank websites (especially concerning education
policies). How does their language indicate where they fall on the political spectrum? To
what extent does their language fit ideologically into “right” or “left”? How do they use
images? Do a little research on their board members. What policy networks do they
belong to? Who funds these think tanks?
Black Alliance for Educational Options (BAEO), Institute for Policy Studies, The
American Enterprise Foundation.
See also (not required)
Anderson, G.L. & Donchik Montoro, L. The Privatization of education and
policy-making: The American Legislative Exchange Council (ALEC) and
network governance in the United States. AERA presentation
DeBray-Pelot, E., Lubienski, C. and Scott, J. (2007) The Institutional Landscape
of Group Politics and School Choice', Peabody Journal of Education,
82(2),204-230.
Pedroni, T. C. (2007). Market Movements: African American involvement in
school voucher reform. New York: Routledge.
Janelle Scott (Intro)
http://www.youtube.com/watch?v=ZtWgQHdVOmg
April 9: Neoliberalism and Educational Leadership
Gewitz, S. (2002). The Managerial School: Post-welfarism and social justice in
education. London: Routledge. (chapters 2,3,4)
Anderson, G. L. (2009). Advocacy Leadership: Toward a post-reform agenda.
New York: Routledge. (Chapter 4: Disciplining leaders: Mediating the
new economy)
See also (not required):
Gunter, Helen (2011). Leadership and the reform of education. London: Polity Press.
Anderson, G.L., Mungal, A., Pini, M., Scott, J., Thomson, P. (in press). Policy, Equity,
and Diversity in Global Context: Educational Leadership after the Welfare State.
Handbook of Educational Leadership for Equity and Diversity. AERA, Sage Pub.
(On Blackboard)
April 16: The new Audit Culture/Performativity
Ball, S. (2001). Performativities and fabrications in the education economy:
Towards the performative society. In D. Gleason & C. Husbands (Eds.),
The performing school: Managing, teaching and learning in a
performance culture (pp. 210–226). London: Routledge/Falmer.
Cohen, M. (2013). In the back of our minds always’: reflexivity as resistance for the
performing principal. International Journal of Leadership in Education, 1-22.
See Stephen Ball video:
http://www.youtube.com/watch?v=81LxlNlujBM
April 23: School-Business Partnerships
Guest speakers:
Required Readings:
DiMartino, Katherine, (2006). Public-Private partnerships and the new small
schools movement. Dissertation Proposal, NYU.
See also (not required)
Minow, Martha (2002). Partners, not rivals: Privatization and the public good.
Boston: Beacon Press.
April 30: Analyses of dissertations
Select one dissertation from Appendix B and come to class prepared to answer the
following questions: What are the research questions? Are they clear? Focused?
How are they “pushing” on the literature? What methods were used to answer the
questions? What data was gathered? Be specific. How was data analyzed? How
was data displayed? What were the findings? Did the author address both agency
and structure (micro-macro)? If so, how?
May 7: Presentations
Appendix A: Additional Books on Leadership and School Reform in the New
Economy (not required):
Neoliberalism:
Boggs, C. (2000). The end of politics: Corporate power and the decline of the public
sphere. New York: The Guilford Press.
Harvey, D. The enigma of capital and the crises of capitalism. New York: Oxford
University Press
Peck, J. (2010). Constructions of neoliberal reason. New York: Oxford University Press.
Sennett, Richard (1998). The Corrosion of Character: The personal consequences of
work in the new capitalism. New York: W.W. Norton.
Sennett, Richard (2006). The culture of the new capitalism. New Haven: Yale University
Press.
Neoliberalism and Education (Pro-neoliberal):
Chubb, J., & Moe, T. (1990). Politics, markets, and America’s schools. Washington, D.C.:
The Brookings Institute.
Hanushek, E., Peterson, P., Woessman, L. & Summers, L. (2013). Endangering
prosperity: A global view of the American school. Brookings Institution Press.
Hess, F. (2008). The Future of Educational Entrepreneurship: Possibilities for School
Reform. Cambridge, MA: Harvard Educational Press.
Hess, F. and Horn M. (2013). Private Enterprise and Public Education. New York:
Teachers College Press. Hess, Frederick (2008). The future of Educational
Entrepreneurship: Possibilities for school reform. Cambridge: Harvard Education
Press.
Hill, Paul (2010). Learning as we go: Why school choice is worth the wait. Stanford: CA:
Hoover Institution Press.
Hoxby, C. (2003). The economics of school choice. Chicago: University of Chicago
Press.
Peterson, Paul. (Ed.) (2006). Choice and competition in American education. Lenham,
MD: Rowman and Littlefield.
Peterson, P. (2003). The future of school choice. Palo Alto, CA: Hoover Institution Press.
Walberg, H. and Bast, J. (2003). Education and Capitalism: How overcoming our fear of
markets and economics can improve America’s schools. Stanford, CA: Hoover
Institution Press.
Neoliberalism and Education (anti-neoliberal):
Anyon, Jean (2005). Radical Possibilities: Public Policy, Urban Education, and a New
Social Movement. New York: Routledge.
Apple, M. (2006). Educating the ‘right’ way: Markets, standards, God, and inequality.
New York: Routledge.
Apple, M., Kenway, J. and Singh, M. (Eds.) (2005). Globalizing education : policies,
pedagogies, & politics. New York : Peter Lang.
Dolby, Nadine; Dimitriadis, G. and Willis, P. (Eds.) (2004). Learning to labor in new
times. New York: RoutledgeFalmer.
Gabbard, D. (2007). Knowledge and power in the global economy: The effects of school
reform in a neoliberal/neo-conservative age. New York: Routledge.
Harris, S. (2007). The governance of education : how neo-liberalism is transforming
policy and practice. London ; New York, NY : Continuum International Pub.
Hyslop-Margison, E. and Sears, A. (2006). Neo-liberalism, globalization and human
capital learning : reclaiming education for democratic citizenship. Dordrecht, The
Netherlands : Springer.
Lipman, Pauline (2004). High stakes education: Inequality, globalization, and urban
school reform. New York: Routledge.
Peters, Michael (2001). Poststructuralism, Marxism, and Neoliberalism. Boston:
Rowman and Littlefield.
Porfilio, B. and Malott, C. (Eds.) (2008). The destructive path of neoliberalism: An
international examination of education. Sense Publishers.
Segall, William (2006). School reform in a global society. Lanham, MD: Rowman &
Littlefield.
Neoliberalism, Education and Democracy:
Abernathy, S.F. (2005). School choice and the future of American Democracy. Ann
Arbor, MI: University of Michigan Press.
Duggan, L. (2003). The twilight of equality: Neoliberalism, cultural politics, and the
attack on democracy. Boston: Beacon Press.
Engel, M. (2000). The struggle for control of public education. Market ideology vs.
democratic values. Philadelphia: Temple University.
Plank, D. and Boyd, W. L. (1994). Antipolitics, education, and institutional choice:
The flight from democracy. American Educational Research Journal, 31(2),
263–281.
Wolf, P. and Macedo, S. (2004). Educating citizens: International perspectives on civic
values and school choice. Washington, D.C.: Brooking Institution Press.
New Policy/Advocacy Networks
Ball, S. (2012). Global Education, Inc.: New policy networks and the neoliberal
imaginary. New York: Routledge.
Ball, S. and Junemann, C. (2012). Networks, new governance and education. Chicago:
Policy Press.
Ball, S. (2009A) 'Privatising education, privatising education policy, privatising
educational research: network governance and the 'competition state'',
Journal of Education Policy, 24 (1), 83 -99.
Ball, S. (2009B). Beyond networks? A brief response to “which networks matter in
education governance.” Political Studies 57, 688-691.
Ball, S. (2008). New Philanthropy, New Networks and New Governance in
Education, Political Studies, 56 (4), 747–65.
Henry, A. (2011). Ideology, Power, and the Structure of Policy Networks. The Policy
Studies Journal, 39(3), 361-383.
Rhodes, R. A.W. (1997) Understanding Governance: Policy Networks, Governance,
Reflexivity and Accountability. Buckingham: Open University Press.
Neoliberalism, Education and Race:
Barlow, Andrew (2003). Between fear and hope: Globalization and race in the United
States. New York: Rowan and Littlefield.
Lipman, Pauline (2011). The new political economy of urban education: Neoliberalism,
race, and the right to the city. New York: Routledge.
Scott, J. (Ed.) (2005). School choice and diversity: What the evidence says. New York:
Teachers College Press.
Stullberg, Lisa (2008). Race, schools, and hope: African-Americans and school choice
after Brown. New York: Teachers College Press.
The New Audit Culture/Performativity
Ball, S. (2001). Performativities and fabrications in the education economy: Towards the
performative society. In D. Gleason and C. Husbands (Eds.) The performing
school: Managing, teaching and learning in a performance culture (pp. 210-226)
London: Routledge/Falmer.
Cohen, M. (2013). ‘In the back of our minds always’: Reflexivity as resistance for the
performing principal, International Journal of Leadership in Education. 1-22.
Hursch, D. (2008). High-stakes testing and the decline of teaching and learning: the real
crisis in education. Lanham Md: Rowman and Littlefield.
Koyama, J. (2011). Generating, comparing, manipulating, categorizing, reporting, and
sometimes fabricating data to comply with No Child Left Behind mandates.
Journal of Education Policy, 26(5), 701–720.
Nichols, S. & Berliner, D. (2007). Collateral damage: How high stakes testing corrupts
America’s schools. Cambridge, MA: Harvard Education Press.
Radin, B. (2006). Challenging the performance movement: Accountability, complexity,
and democratic values. Washington, D.C.: Georgetown University.
Strathern, M. (Ed.) (2000). Audit cultures: Anthropological studies in accountability,
ethics, and the academy. London: Routledge
Managerialism/New Public Management
Callahan, R. (1962). Education and the cult of efficiency. Chicago: The University of
Chicago Press.
Gewirtz, Sharon (2002). The managerial school: Post-welfarism and social justice in
education. London: Routledge.
Goodsell, C.T. (2004). The case for bureaucracy: A public administration polemic.
Washington, D.C.: Congressional Quarterly Press.
St. Clair, R. & Belzer, A. (2007). In the Market for ideas: How reforms in the political
economy of educational research in the US and UK promote market
managerialism. Comparative Education, 43(4), 471-488.
Ward, S. (2011). The machinations of managerialsim: New public management and the
diminishing power of professionals. Journal of Cultural Economy, 4(2), 205-215.
Privatization/Public Private Partnerships
Ball, Stephen. (2007). Education plc: Understanding private sector participation in
public sector education. New York: Routledge.
Bulkley, K., Henig, J. & Levin, H. (2010). Between public and private: Politics,
governance, and the new portfolio models for urban school reform. Cambridge,
MA: Harvard Education Press.
Burch, P. (2009). Hidden markets: The new education privatization. New York:
Routledge.
DiMartino, Katherine, (2006). Public-Private partnerships and the new small schools
movement. Dissertation Proposal, NYU.
Molnar (2005). School commercialism. New York: Routledge.
Ravitch, D. (2013). Reign of Error: The Hoax of the Privatization Movement and the
Danger to America's Public Schools New York: Knopf.
Saltman, K. (2005). Edison Schools: Corporate schooling and the assault on public
education. New York: Routledge.
Scott, J., & Fruchter, N. (2009). Community resistance to school privatization: The case
of New York City. In R. Fisher (Ed.), The people shall rule: ACORN, community
organizing, and the struggle for economic justice (pp. 180-205) Nashville, TN:
Vanderbilt University Press.
Market-based Reforms/School Choice
Andre-Bechely, L. (2005). Could it be otherwise?: Parents and inequities of public
school choice. New York: Routledge.
Cuban, L. (2004). The blackboard and the bottom line: Why schools can’t be businesses.
Cambridge: Harvard University Press.
Fabricant, M. & Fine, M. (2012). Charter schools and the corporate makeover of public
education. New York: Teachers College Press.
Gelberg, D. (1997). The “business” of reforming American schools. New York: SUNY
Press.
Gewirtz, S., Ball, S. and Bowe, R. (1995). Markets, choice, and equity in education.
London: Open University Press.
Kelly, A. (2007). School choice and student well-being: Opportunity and capability in
education. New York: Palgrave.
Plank, D. and Sykes, G. (2006). Choosing choice: School choice in international
perspective. New York: Teachers College Press.
Van Dunk, E. and Dickman, A. (2003). School choice and the questions of
accountability: The Milwaukee experience. New Haven: Yale University Press.
Wolfe, A. (2003). School choice: The moral debate. Princeton: Princeton University
Press.
Neoliberalism, Education and the Security State:
Saltman, K. and Gabbard, D. (Eds.) (2003). Education as enforcement: The militarization
and corporatization of schools. New York: Routledge.
Gabbard, D. and Ross, W. (Eds.) (2008). Education under the security state. New York:
Taechers College Press.
Appendix B
Dissertations
Aleman, Enrique (2004). Mexican-American school leadership in south Texas: Toward a
critical race analysis of school finance policy. Dissertation Abstract International.
(UNI No. AAT 3128863)
Argothy, Victor (2010). The politics of choice: A case study of Latino-centered charter
schooling. Dissertation Abstract International. (UNI No. AAT 3423298)
Au, Wayne (2007). Unequal by design: High-stakes testing and the standardization of
inequality. Dissertation Abstract International. (UNI No. AAT 3261378)
Black, William (2004). Equal access to mandated testing: Policies, disciplinary discourse,
and practices of performance in the lives of English language learner youth.
Dissertation Abstract International. (UNI No. AAT 3150545)
Blanford, Darren Stephen (2011). Mind the gap: Critical race theory and the achievement
gaps of an “exemplary” high school. Dissertation Abstract International. (UNI
No. AAT 3452754)
Brewer, Curtis. (2008) Interpreting the policy past: The relationship between education
and antipoverty policy during the Carter administration. Dissertation Abstract
International. (UNI No. AAT 3311225)
Brooks, Charmaine Dorelle (2011). Education and Technology Policy Discourse in
Alberta: A critical analysis. Dissertation Abstract International. (UNI No. AAT
NR70857)
Bryant, Dana Maurice (2009). Privatization of school support services. Dissertation
Abstract International. (UNI No. AAT 3452754)
Butler Jessen, Sarah (2011) A year in the labyrinth: Examining the expansion of
mandatory public high school choice in New York City. Dissertation Abstract
International
Cain, Bonnie Jean (2006). Competition among high school principals of charter schools,
public schools, and voucher-receiving private schools in the District of Columbia.
Dissertation Abstract International. (UNI No. AAT 3215771)
Collin, Ross (2009). Diversifying portfolios? Schooling, subjectivities, and portfoliokeeping in times of transformation. Dissertation Abstract International. (UNI No.
AAT 3400026)
Dumas, Michael (2007). Sitting next to white children: School desegregation in the Black
educational imagination. Dissertation Abstract International. (UNI No. AAT
3284386)
Emery, Kathy (2002). The business roundtable and systemic reform. Dissertation
Abstract International. (UNI No. AAT 3065239)
Guajardo, Francisco (2003). Narratives of transformation: Education and social change in
rural South Texas. Dissertation Abstract International. (UNI No. AAT 3116319)
Guzman, Sheila Bernal (2006). How high the stakes? A critical ethnographic study of the
changes in programs for low income children of color in a Texas elementary
school. Dissertation Abstract International. (UNI No. AAT 3225987)
Herbert, Karen Shellberg (2010). Making Sense of Performance Pay: Sensemaking and
Sensegiving in Teachers' Implementation of Compensation Reform. Dissertation
Abstract International. (UNI No. AAT 3445988)
Horn, Brian (2011). Empowerment in the era of No Child Left Behind: Student
perspectives on empowerment in a restructured urban middle school. Dissertation
Abstract International. (UNI No. AAT 3444266)
Knoester, Matthew (2010). Inside the Mission Hill School: Democratic education in a
non-utopian setting. Dissertation Abstract International. (UNI No. AAT
3436989)
Lashaw, A. (2008). The ethics of optimism: Progressivism in the era of “The racial
achievement gap.” Dissertation Abstract International. (UNI No, AAT 3331695.
Lazaro, Vicky Luna (2006). Factors that influence the achievement of economically
disadvantaged students in a large, urban Texas school district: A critical race
analysis of equitable academic success. Dissertation Abstract International. (UNI
No. AAT 3215925)
Lee, Tabia (2009). The human fallout: Educators’ perspectives about No Child Left
Behind (NCLB) implementation in urban schools. Dissertation Abstract
International. (UNI No. AAT 3363314)
Mackey, Mia (2010). The effects of global capitalism in the electronic age (1980-2009)
on education reform initiatives in the District of Columbia: A political economic
approach. Dissertation Abstract International. (UNI No. AAT 3402802)
Maxcy, Brandan David (2004). Emerging democracy in an urban elementary school: A
Habermasian framework for examining school governance reculturing in response
to systemic reform. Dissertation Abstract International. (UNI No. AAT 3143309)
Navarro, Miguel Angel (1997). Lenguaje, ideologia y administracion educativa: El
discurso modernizador de la Universidad de Guadalajara. Dissertation Abstract
International. (UNI No. AAT 9727507)
Nolan, Kathleen. (2007). Disciplining urban youth: An ethnographic study of a Bronx
high school. Dissertation Abstract International. (UNI No. AAT 3245059)
Perez. Madeline (2011). Two Tales of One City: A Political Economy of the New York
City Public High School Admissions Process Dissertation Abstract International.
(UNI No. AAT 3444338)
Perez, Michelle Salazar (2009). Discourses of power surrounding young children, charter
schools, and public education in New Orleans post-Katrina. Dissertation Abstract
International. (UNI No. AAT 3364160)
Pini, Monica (2001). The corporatization of education: Education management
organizations (EMOs) and public schools. Dissertation Abstract International.
(UNI No. AAT 3033965)
Pitluck, Corrin (2010). Small schools in the big city: Neoliberalism, bureaucracy and the
sustainability of small by design schools in Chicago. Dissertation Abstract
International. (UNI No. AAT 3437023)
Sandler, Jennifer (2008). What works? Who decides?: Scientific evidence, local
governance, and the politics of knowledge in social and educational reform
Dissertation Abstract International. (UNI No. AAT 3327969)
Sobel, Andrew Dana (2004). Political transformations: Hearing Latina mothers' voices in
the educational policymaking process. Dissertation Abstract International. (UNI
No. AAT 3128867)
Thompson-Shriver, Mary (2009). Educational accountability in the era of No Child Left
Behind: What counts versus what matters. Dissertation Abstract International.
(UNI No. AAT 3367510)
Torregano, Michelle Early (2010). Clean slate: Making sense of public education in the
“new” New Orleans. Dissertation Abstract International. (UNI No. AAT
3442898)
Turner, Kea (2010). New Orleans school choice reform: World-class system or a
“magnificent mirage”? Dissertation Abstract International. (UNI No. AAT
1478181)
Appendix C
CDA Articles/dissertations:
Educational Leadership:
Corson, D. (2000). Emancipatory leadership. International Journal of Leadership in
Education, 3(2), 93-120.
Henze, R. & Arriaza, G. (2006). Language and reforming schools: A case for a critical approach
to language in educational leadership. International Journal of Leadership in Education.
9(2), 157-177.
School Choice:
Andre-Bechely, L. (2004). The goals of a voluntary integration program and the
problems of access: A closer look at a magnet school application brochure. Equity
and Excellence in Education, 37(1), 302-315.
Teach for America
Ardinger, E. (2012).” Unlikely triumph”? A critical discourse analysis of press coverage
of Teach for America. Dissertation Abstract International. (UNI No.3542739)
Educational Standards/Accountability:
Burns, L. (2005). Moving targets: A critical discourse analysis of literacy, ideology, and
standards in English Language arts teacher preparation guidelines. Dissertation
Abstracts International. (UMI no. 3381097).
Caughlan, S. & Beach, R. (2007). Fissures in Standards Formulation: The Role of
Neoconservative and Neoliberal Discourses in Justifying Standards Development
in Wisconsin and Minnesota. Education Policy Analysis Archives, 15(18), 1-60.
Comber, B. and Nixon, H. (2009). Teachers’ work and pedagogy in an era of
accountability. Discourse: Studies in the Cultural Politics of Education, 30(3),
333-345.
Suspitsyna, T. (2010). Accountability in American education as a rhetoric and a
technology of governmentality. Journal of Education Policy, 25(5), 567–586.
Inclusion/Disability/ELL
Ashton, J. (2010). Surviving inclusion: A critical discourse analysis of a middle school
co-teaching relationship. Dissertation Abstract International. (UNI No. 3410613).
Broderick, A. (2004). "Recovery," "science," and the politics of hope: A critical
discourse analysis of applied behavior analysis for young children labeled with
autism Dissertation Abstract International. (UNI No. 3132681).
Morrison, E. (2009). Negotiating learner-centeredness in an IEP ESL classroom: A
critical ethnographic discourse analysis. Dissertation Abstract International.
(UMI No. 3374523.
O'Laughlin, L (2013). The least restrictive environment clause of the individuals with
Disabilities education act and institutional ableism: A critical discourse analysis.
Dissertation Abstract International. (UMI No. 3565194).
Media and Education
Cohen, J. (2010). Teachers in the news: a critical analysis of one US newspaper’
discourse on education, 2006- 2007. Discourse: Studies in the cultural politics of
education. 31(1), 105-119.
Copes, A. (2012). A critical analysis of neoliberal ideology in print news about “the great
experiment”—the charter school movement. Dissertation Abstract International.
(UMI No. 3560461)
Class, Race, Gender
Ducar, C. (2006). (Re)presentations of United States Latinos: A critical discourse
analysis of Spanish heritage language textbooks. (Dissertation Abstract
International. (UMI No. 3207162).
Dworin, J. & Bomer, R. (2008). What we (supposedly) know about the poor: A critical
discourse analysis of Ruby Payne’s “framework.” English Education, 40(2), 10021.
Goldberg, M. (2005). Ideology, policy and the (re)production of labour market
inequality: A critical discourse analysis of Access to Professions and Trades.
(Dissertation Abstract International. (UMI No. NR07855).
Higher Education
Gaffikin, F. & Perry, D. (2009). Discourses and Strategic Visions: The U.S. Research
University as an Institutional Manifestation of Neoliberalism in a Global Era.
American Educational Research Journal, 46(1), 115 –144.
Reid, I. (2011). The contradictory managerialism of university quality assurance. Journal
of Education Policy, 24(5), 575-93.
Saichaie, K. (2013). Representation on college and university websites: An approach
using critical discourse analysis. Dissertation Abstract International. (UMI no.
3558956)
International Education
Hahn, A. (2003). The intersection of language, power and international education: A
critical discourse analysis of the International Baccalaureate Organization
Dissertation Abstract International. (UMI No. 3091253).
Education Policy
Hemmer, L. (2009). Critical analysis of "at-risk" policy discourse: implications for
administrators and teachers. Dissertation Abstract International. (UMI No.
3384247).
Peralta, A. (2012). A Critical Discourse Analysis of the Obama Administration's
Education Speeches. Dissertation Abstract International. (UMI No 3519107).
Prins, E. and Toso, B.W. (2008). Defining and Measuring Parenting for
Educational Success: A Critical Discourse Analysis of the Parent Education
Profile American Educational Research Journal, 45(3), 555-596.
Yates, M. (2009). Congressional debates over prisoner education: A critical discourse
analysis. Dissertation Abstract International. (UMI no. 3401621)
Privatization
Weathers, J. (2007). Privatizing schools: The struggle over how we define democracy
and the role of public institutions. Working papers in educational linguistics,
22(2), 67-93.
New Public Management/Managerialism
Vogel, R. (2012). Framing and counter-framing New Public management: The case of
Germany. Public Administration, 90(2), 370-392.