ERIC Number: EJ1179441
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Wiping Away the "Veneer of Democracy" to Expose the School-Level Effects of Arizona's Language Policy
Fetman, Lisa J.
Leadership and Policy in Schools, v17 n2 p264-295 2018
Despite scant empirical support, Arizona's restrictive language policy (Proposition 203, 2000) sustains as a result of the veneer of democracy (a political strategy that projects equitable inclinations while shielding inequitable ideologies). This article compares findings from an ethnographic study of one linguistically diverse Arizona high school with a critical analysis of the policy's text to show how the policy's veneer of democracy includes discourses of morality, opportunity, and rationality. These discourses conflict with and subjugate the microlevel realities of schools. The illustration of this tension implies a need to reexamine democracy in education from political and school levels.
Descriptors: Public Policy, Language Planning, Democracy, State Legislation, Ethnography, Comparative Analysis, Moral Values, High Schools, Language Usage, Second Languages, Language of Instruction, Interviews, Administrator Attitudes, English (Second Language), Counselor Attitudes, Participant Observation, Educational Policy, Cultural Pluralism, Second Language Learning, Phenomenology, Hermeneutics
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A