Discursive Burdens: Negotiating Difference in an Education Movement

Item

Title

Discursive Burdens: Negotiating Difference in an Education Movement

Abstract/Description

Recent efforts to opt out of assessments have focused attention on the role that testing plays in accountability reforms in the United States. While opt-out activists often invoke the disproportionate impact of these reforms on communities of color, opting out has been more widespread in mostly White, affluent, and suburban communities. This study explores how resistance to testing is embedded in larger discourses of race, privilege, and opportunity in education. Through discourse analysis, we explore how activists located themselves within racial groups at a national conference in the United States. We show how (1) the mention of racialized identities was often accompanied by discursive markers that anticipated social discomfort and (2) activists of color named their racialized identities more so than White activists, and in ways that were strategic, suggesting activists of color did the harder work of weaving together a racially diverse movement.

Author/creator

Taylor-Heine, Maravene

Wilson, Terri S.

Date

2020

In publication

Journal of Education Policy

Volume

37

Issue

3

Pages

379-398

Resource type

en Research/Scholarly Media

Medium

en Print

Background/context type

en Conceptual

Keywords

race

Discourse/analysis

Open access/free-text available

en No

Peer reviewed

en Yes

ISSN

0268-0939

DOI

10.1080/02680939.2020.1829074

URL

Official Publisher's Webpage (Taylor & Francis)

Citation

Taylor-Heine, M., & Wilson, T. S. (2022). Discursive Burdens: Negotiating Difference in an Education Movement. Journal of Education Policy, 37(3), 379–398. https://doi.org/10.1080/02680939.2020.1829074

Cited in

Critical Perspectives on the Contexts of Improvement Research in Education

Resource status/form

en Published Text

Scholarship genre

en Empirical

Item sets

Handbook Chapter 11 Citations

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