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dc.contributor.advisorIkpa, Vivian W.
dc.creatorSoler II, Joseph Lewis
dc.date.accessioned2020-11-02T15:11:12Z
dc.date.available2020-11-02T15:11:12Z
dc.date.issued2010
dc.identifier.other864884826
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2428
dc.description.abstractAn analysis of President George W. Bush's first Secretary of Education Rod Paige's speeches in 2001 explains the way in which the Bush Administration articulated its educational policy agenda. Literature on No Child Left Behind tends to focus on the specifics of whether the law helps children learn better or worse without recognizing or engaging with the broader policy agenda. This study attempts to bridge connections between No Child Left Behind and the broader Bush Administration ideology. A major connection this work highlights is between welfare policy and education, and by doing so utilizing George Lakoff's theory of moral politics examines highlights an overarching philosophy of governance, which shapes educational policy, perhaps even without regard to classroom outcomes. This analysis utilizes an interactive-hermeneutic model to crunch the text of Rod Paige's speeches. By coding and explaining major themes from the speeches, analyzing the language and rhetorical choices against itself and then comparing it to extant research on education policy and welfare rhetoric, this study provides a different way to examine political maneuvering on educational policy, which positions politics and language at the center of educational policy rather than efficacy and policy. This analysis finds by applying Lakoff's theory and work that Rod Paige's rhetoric, on behalf of the George W. Bush administration, is about reducing Federal responsibility for social problems and reducing the government's role overall. This is a "slippery slope policy" aimed at eliminating public responsibility for schools and privatizing education in service to the goal of creating an "ownership society" of privatized services and personal responsibility for success.
dc.format.extent182 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation Policy
dc.subjectPublic Policy
dc.subjectLanguage, Rhetoric and Composition
dc.subjectFederal Policy
dc.subjectGeorge Lakoff
dc.subjectMoral Politics
dc.subjectNo Child Left Behind
dc.subjectRhetoric
dc.subjectRod Paige
dc.titleSHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHill, Marc Lamont
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberSanford-DeShields, Jayminn
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2410
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-02T15:11:12Z


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