Parental Trigger Laws and the Power of Framing in Educational Politics

Autor/in	Feuerstein, Abe
Titel	Parental Trigger Laws and the Power of Framing in Educational Politics
Quelle	In: Education Policy Analysis Archives, 23 (2015) 79, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Parent Participation; Laws; School Choice; Educational Change; Neoliberalism; Politics of Education; Educational Policy; Discourse Analysis; Educational Legislation; Professional Associations; Policy Formation; Advocacy; Content Analysis; Public Schools; School Effectiveness; Empowerment; Qualitative Research + Suchen Sie Ihr Suchwort? Elternmitwirkung; Law; Recht; Choice of school; Schulwahl; Bildungsreform; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Politics of education; Diskursanalyse; Bildungsrecht; Schulgesetz; Politische Betätigung; Sozialanwaltschaft; Inhaltsanalyse; Public school; Öffentliche Schule; Schuleffizienz; Qualitative Forschung
Abstract	This paper examines the discursive strategies employed by advocates of Parent Trigger laws in the United States which allow parents of children in "failing" schools, in some states, to call for interventions in the operation of the schools via petition. The paper reviews the genesis of Parent Trigger laws, the network of conservative political organizations supporting Parent Trigger legislation, and the ways in which Parent Trigger advocates have promoted the concept through the deployment of both material and symbolic resources. The paper argues that Parent Trigger laws promote a "thin" form of democratic participation that equates democracy with consumer choice through the strategic representation of public schools as broken institutions and parent trigger laws as empowering parents to choose. Support for this position is developed through an empirical qualitative analysis of a sample of media texts produced by various organizations within the Parent Trigger policy network including the American Legislative Exchange Council (ALEC), American Enterprise Institute, Heartland Institute, Parent Revolution, and others. By identifying frequently used framing devices such as metaphors, exemplars, catch-phrases, and depictions as well as reasoning devices such as root causes, consequences, and appeals to principle, the study reveals the dominant frames employed by Parent Trigger advocates and contributes to the development of a more critical perspective concerning the media produced by various interest groups. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01