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- Title
An Examination of Public Discourse about Teachers' Collective Bargaining Rights in a Portfolio School District.
- Authors
Noble, Anna L.
- Abstract
Employing an institutional logics framework and critical discourse analysis, this study examines the discourse of participants in a stakeholder-feedback meeting about a proposal by the Denver Public School board to extend collective bargaining rights to teachers in the district's innovation schools. The findings provide insight into the logics that control how teacher unions and collective bargaining agreements are understood by proponents of autonomous schools and portrayed to the general public through media. The analysis explores how connections to power and status allowed some stakeholder groups to influence the board to revise the policy to one more favorable toward market-oriented school reform. In this case, the dominant narrative that emerged from the stakeholder feedback cycle was one in which the collective bargaining rights of teachers were positioned as a threat to autonomous schools' ability to provide "what's best for kids" in their classrooms.
- Subjects
SCHOOL districts; INSTITUTIONAL logic; GROUP rights; COLLECTIVE labor agreements; CRITICAL discourse analysis; CHILDREN'S rights; TEACHERS; EMPLOYMENT portfolios
- Publication
Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas, 2023, Vol 31, Issue 121-122, p1
- ISSN
1068-2341
- Publication type
Article
- DOI
10.14507/epaa.31.8029