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(En)gendering responsibility: a critical news analysis of Argentina's education reform, 2001–2002.
- Source :
- Discourse: Studies in the Cultural Politics of Education; Oct2012, Vol. 33 Issue 4, p485-498, 14p
- Publication Year :
- 2012
-
Abstract
- Education reform continues around the globe, though questioned and critiqued in relation to goals of democratizing educational decision-making. Newspapers are one site of contestation and negotiation where struggles over global reform discourses are contextualized in ‘obvious’ and ‘natural’ local language. In this article, I argue that gender discourses are a powerful heuristic employed to push particular education agendas and particularly gendered ones that do not necessarily reflect education reform goals for democratizing educational decision-making or improving equity. I analyzed Argentina's education reform in two national newspapers from 1 November 2001 to 1 November 2002 to reveal the role of gender in reform mediation at the national level. The findings and their interpretation illustrated how educational institutions and actors were situated in a gendered hierarchy with responsibilities and authority. Evoking masculine and feminine roles, representations, and identities in everyday ‘natural’ language lent a familiarity to seemingly abstract and neutral global education reform goals, replicating context-specific educational decision-making processes. [ABSTRACT FROM PUBLISHER]
- Subjects :
- EDUCATIONAL change
EDUCATION
DECISION making
HEURISTIC
SCHOOLS
Subjects
Details
- Language :
- English
- ISSN :
- 01596306
- Volume :
- 33
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Discourse: Studies in the Cultural Politics of Education
- Publication Type :
- Academic Journal
- Accession number :
- 80231706
- Full Text :
- https://doi.org/10.1080/01596306.2012.692957