Examining the Narrative: An Analysis of the Discourse of State Takeover

• In Event: Hilton Roundtable Session 9
  In Roundtable Session: Is State Takeover the Path to School Improvement? Examining the Politics of State Takeover

Abstract

There is an emerging literature on how state turnaround districts may influence the politics of education (Bulkley and Henig 2015; Reckhow et al. 2016; DeBray et al. 2014) but less attention has been paid to the ways in which perceptions of race and racial identities manifest in reform approaches and educational campaigns that target urban, minority populations. Notably, school takeovers have overwhelming become an urban school problem often targeting schools comprised of low-income minority students. Using the proposed OSD in Georgia, this paper examines how: (a)proponents and opponents of state takeover legitimated their claims about educational problems and solutions, (b) racial identities were constructed in the marketing of the OSD and (c) the marketing aligns with the trend of state takeovers. Although the OSD did not pass, the politics embedded within the campaign provide an instructive case to examine the political discourse and rhetoric surrounding state turnaround districts especially as it pertains to the formulation of racial identities in the promotion of state takeovers.

We are most concerned with the ideologies shaping the political conversation. Specifically, we focus on the (a) manner in which proponents of state takeover employ racial identities and racial perceptions in their promotion of state takeover, (b) issues emphasized by the opposition and (c) opposition’s response to the racial undertones embedded with the promotion of state takeovers.

We use document and observation analysis as well as critical discourse analysis (CDA) to develop an understanding of the formulation of racial identities within the politics surrounding the OSD. We examine documents from a variety of sources including: Senate Bill 133 (the enabling legislation), the proposal and the preamble as it appeared on the ballot in the general election, statements released by the governor’s office, and newspaper articles from the Atlanta Journal Constitution (AJC). We also use observations of campaign videos and flyers, brochures, and other print materials (i.e. editorial comments, blogs, etc.) released by both proponents and opponents of the OSD. We begin our analysis by identifying the beliefs embedded within each narrative according to their coalition affiliation (i.e. for or against the OSD). This identification contributes to understanding the political strategies employed by each coalition.

We find that for proponents, state takeover is presented as a moral imperative to save poor minority students whereas opponents decry an overreach of state control that (a) unfairly targets communities populated primarily by disadvantaged black families, (b) lessens democracy and (c) renders parents and communities voiceless. Results indicate that proponents emphasized both race and class to advance their political agenda without actually addressing the racial and social implications tied to state takeovers.

This study contributes to the literature examining race relations in education. There is an intense debate in society and education regarding the treatment of Black people and students and this study provides original insights on this conversation. Additionally, with the recent passage of ESSA, the findings of this study better informs the establishment of greater accountability with regards to school improvements and the sustainability of education policies.

Authors

• Richard Welsh, University of Georgia

• Sheneka M. Williams, University of Georgia

• Shafiqua Hill, University of Georgia

• Jerome Graham, University of Georgia - Athens