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dc.contributor.authorHollis, M.
dc.contributor.authorAletheiani, D.
dc.contributor.authorCarlson, Dawn S.
dc.contributor.authorEwbank, Ann D.
dc.date.accessioned2018-02-16T19:49:47Z
dc.date.available2018-02-16T19:49:47Z
dc.date.issued2014-01
dc.identifier.citationHollis, M., Aletheiani, D, Carlson, D, & Ewbank, A. (2014). “Keeping up the good fight”: The said and unsaid in Flores v. Arizona. Policy Futures in Education, 12(2), 242-261. doi: 10.2304/pfie.2014.12.2.242.en_US
dc.identifier.issn1478-2103
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14393
dc.description.abstractThe authors' purpose in this article is to interrogate the mediated and political discourses that emerged alongside the Flores v. Arizona case. The authors endeavor to offer another voice, framework and approach that may help sustain a continuous, paramount conversation concerning the educational rights of English language learners and the ways in which the public rationalizes appropriate state provisions for such students. Therein, the manuscript operationalizes the rationalities that appear across pro-Flores data (which consists of public opinion rhetoric positioned in support of the plaintiff and therefore in favor of appropriate state support for English language learners). The analysis of this data lays bare the echoes of the discursive regime surrounding the Flores case, a regime which unmasks neo-liberal rationalities for supporting English language learners. For example, the findings indicate that neo-liberal rationalities such as commodification, competition, risk, security, insurance and entrepreneurialism dominate the discursive landscape and eclipse alternative ways of arguing in support of students' rights to equitable and appropriate education, including social justice, pluralism and democracy.en_US
dc.titleKeeping up the good fight”: The said and unsaid in Flores v. Arizonaen_US
mus.citation.extentfirstpage242en_US
mus.citation.extentlastpage261en_US
mus.citation.issue2en_US
mus.citation.journaltitlePolicy Futures in Educationen_US
mus.citation.volume12en_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.2304/pfie.2014.12.2.242en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentEducation.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage4en_US


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