Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites

Autor/inn/en	Allbright, Taylor N.; Dhaliwal, Tasminda K.; Alonso, Jacob; Bridgeforth, James; Santander, Monica; Kennedy, Kate E.
Titel	Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites
Quelle	In: Educational Administration Quarterly, 59 (2023) 4, S.845-878 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allbright, Taylor N.) ORCID (Dhaliwal, Tasminda K.) ORCID (Santander, Monica) ORCID (Kennedy, Kate E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X231166664
Schlagwörter	Discourse Analysis; Student Role; Teacher Role; Expectation; High Schools; Web Sites; Power Structure; School Demography; Models; Marketing + Suchen Sie Ihr Suchwort? Diskursanalyse; Lehrerrolle; Expectancy; Erwartung; High school; Oberschule; Web-Design; Schulbesuchsrate; Analogiemodell
Abstract	Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about the roles of different educational actors, how these messages relate to existing societal power dynamics, and how they relate to the school model or school demographics. Findings: For students and educators, the sites expressed that students had an important problem, while the school and educators were offered as the solution. This common framework manifested in four distinct patterns, which we describe as the savior, cultivation, assimilation, and marketplace scripts. Implications: By critically examining school websites and other semiotic materials, leaders and other stakeholders can work to "root out" potentially harmful assumptions and narratives and envision alternatives that offer empowerment and transformation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01