Advocacy Coalitions and Colorado's Legalization of Recreational Marijuana: A Discourse Analysis

Autor/inn/en	Houck, Eric A.; Midkiff, Brooke
Titel	Advocacy Coalitions and Colorado's Legalization of Recreational Marijuana: A Discourse Analysis
Quelle	In: Journal of Education Finance, 44 (2018) 2, S.115-139 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Marijuana; Advocacy; State Legislation; Drug Use; Role of Education; Income; Educational Finance; Taxes; Public Schools; School Construction; Politics; Colorado + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Landesrecht; Drug consumption; Substance abuse; Drogenkonsum; Bildungsauftrag; Einkommen; Bildungsfonds; Abgabe; Public school; Öffentliche Schule; Schulbau; Politik
Abstract	This paper examines the use of education as an issue in passing Colorado's Amendment 64 legalizing the use of recreational marijuana in the state. We utilize political, discourse, and budgetary analysis to examine the role of educators in the coalition advocating for passage of Amendment 64 and projected revenues per pupil for 2014-2016. We find that although education was a topic used by advocates, educators themselves were not significant political actors in the Amendment 64 coalition. We find that tax revenue receipts did not meet politicians' projections. We note how the interaction of the tax outlined in Amendment 64, combined with additional taxes levied via Proposition AA has possibly kept recreational marijuana users in alternative markets. We conclude that the use of education as an issue in passing Amendment 64 aligns with a long tradition of politicians utilizing schools as a feel-good selling point for controversial fiscal policymaking. (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01