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ERIC Number: EJ1086703
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Re-Framing Teacher Evaluation Discourse in the Media: An Analysis and Narrative-Based Proposal
Ulmer, Jasmine B.
Discourse: Studies in the Cultural Politics of Education, v37 n1 p43-55 2016
Recent publications by major newspapers in the USA have reinforced the perception that teacher quality represents a national crisis. By releasing individual teacher evaluation data in online, searchable databases, several newspapers have influenced public perceptions of teachers and teaching. A framing analysis of selected media events and publications identifies how these media-based actions have created and perpetuated a discourse of professional inadequacy. Rather than envision educators as fixed within media frames, however, the author discusses how practitioners can reinscribe their profession by engaging with the media and the public themselves. In this model, counter-narratives become a means to deconstruct metanarratives, foster complexity, and expand practitioner voice(s). In a turn toward poststructural theory, the author considers how counter-narratives and petit narratives might proliferate across online media into an assemblage of multiplicities that de/reterritorialize educational discourse. Such a reinscription potentially represents a first move in shifting public discourse about teacher quality onto both more nuanced and more productive ground.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A