Literaturnachweis - Detailanzeige
Autor/inn/en | Kuntz, Aaron M.; Gildersleeve, Ryan Evely; Pasque, Penny A. |
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Titel | Obama's American Graduation Initiative: Race, Conservative Modernization, and a Logic of Abstraction |
Quelle | In: Peabody Journal of Education, 86 (2011) 5, S.488-505 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-956X |
DOI | 10.1080/0161956X.2011.616130 |
Schlagwörter | Higher Education; Presidents; Agenda Setting; Politics; Criticism; Discourse Analysis; Political Attitudes; Racial Factors; Politics of Education; Community Colleges; College Role; Labor Force Development; Change Agents; Social Change; Graduation Rate; Education Work Relationship; Educational Change; Logical Thinking; Access to Education; United States Hochschulbildung; Hochschulsystem; Hochschulwesen; President; Präsident; Politik; Kritik; Diskursanalyse; Political attitude; Politische Einstellung; Educational policy; Bildungspolitik; Community college; Community College; Arbeitskräftebestand; Sozialer Wandel; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; USA |
Abstract | The American Graduation Initiative stands as the cornerstone of the Obama administration's higher education agenda. To investigate the state of the politics of education in the Age of Obama, this article employs critical discourse analysis to unveil the hidden meanings and ideological commitments inherent in Obama's policy discourse. Read within and against the backdrop of what Apple (2006) called the era of "conservative modernization," Obama's policy discourse relies on a "logic of abstraction" that serves to promote a falsely "postracial" society in which hegemonic notions of education are perpetuated. (Contains 1 footnote.) (As Provided). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |