The Power of Language: Exploring Foundations of Neoliberalism in Federal Financial Aid Policy

Autor/inn/en	Burt, Brian A.; Baber, Lorenzo D.
Titel	The Power of Language: Exploring Foundations of Neoliberalism in Federal Financial Aid Policy
Quelle	In: Journal of Negro Education, 87 (2018) 2, S.140-153 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.2.0140
Schlagwörter	Federal Aid; Educational Policy; Student Financial Aid; Higher Education; Educational Change; Educational History; College Students; Neoliberalism; Critical Theory; Race; Educational Legislation; Federal Programs; Federal Legislation; Language Usage; Discourse Analysis; Educational Opportunities; Equal Education; Role of Education; African American Students; Low Income Students + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; History of education; Bildungsgeschichte; Collegestudent; Neo-liberalism; Neoliberalismus; Kritische Theorie; Rasse; Abstammung; Bildungsrecht; Schulgesetz; Bundesrecht; Sprachgebrauch; Diskursanalyse; Bildungsangebot; Bildungschance; Bildungsauftrag; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Despite claims that colleges and universities are isolated from ideological preferences, sociopolitical discourse regularly shapes policies and practices of postsecondary education. This article considers how national discourse on federal aid for postsecondary education during the 1970s reflected a monumental shift in higher education policy. Specifically, we critique neoliberalism, a tenet of critical race theory (CRT), to examine key testimonies from six expert educational leaders during a 1978 hearing on the Middle Income Student Assistance Act (MISAA). The key testimonies examined in this article highlight how language shifted the focus of national discourse on federal financial aid from public to private good, and from equal opportunity for traditionally underrepresented populations to equitable education for all. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01