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Common Core State Standards: A Corpus-Assisted Historical Discourse Analysis of Media Representation

Tue, April 21, 10:35am to 12:05pm, Virtual Room

Abstract

This paper analyzes the representation of the Common Core State Standards (CCSS) in two popular US media outlets with different reader profiles between 2010-2017. Using the interdisciplinary methodologies of corpus-assisted discourse analysis and discourse historical approach, the paper examines how the New York Times (NYT) and the Wall Street Journal (WSJ) constructed their discourses to inform and shape public knowledge about this education initiative. The analysis showed that these two newspapers differed in how they picked particular words to portray CCSS based on stakeholder experiences (i.e. teachers, students, and parents) and the extent they reflected political and social concerns raised. While the NYT presented the new standards more favorably, the WSJ consistently projected criticisms of the CCSS.

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