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ERIC Number: EJ1035734
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 29
David Coleman and the Technologisation of the Common Core: A Critical Discourse Analysis
Johnson, Lindy L.
English Teaching: Practice and Critique, v13 n1 p197-223 May 2014
Drawing on sociocultural perspectives and New Literacies Studies this study uses Critical Discourse Analysis (CDA) as a tool to closely analyse one way the Common Core State Standards in the United States are being produced, disseminated and consumed. The analysis focuses on a section of the CCSS, a model lesson given by one of the primary architects of the Common Core State Standards, David Coleman, and a group of English teachers' reactions to David Coleman's presentation. Analysing how the CCSS have been produced, disseminated, and consumed demonstrates how policy becomes normalised through discursive events. Coleman's lesson serves as an instantiation of the ideological underpinnings of the CCSS and is illustrative of the ways in which the CCSS is working to position teachers and the teaching of reading in particular ways. Coleman's presentation can be seen as a discursive event in that it shapes what counts as teaching reading. A CDA approach was valuable in that it showed a complex interdiscursivity at play in Coleman's model lesson. Specifically, Coleman's presentation begins by positioning teachers as in conversation with the Common Core, but ultimately condemns and critiques the way teachers approach the teaching of reading. A Critical Discourse Analysis framework can provide a helpful heuristic for both English teachers and English teacher educators to examine the ideological underpinnings of standardisation by considering the production, dissemination and consumption of texts such as the CCSS.
Descriptors: Discourse Analysis, Sociocultural Patterns, Core Curriculum, State Standards, Reading Instruction, English Teachers, Educational Policy, Policy Analysis, Criticism, Heuristics, Teacher Educators, Lesson Plans, Teaching Methods, Ideology, Educational Theories
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: firstname.lastname@example.org; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A