Researchers at the University of Arkansas recently looked at how Arkansas’s education policies were portrayed in the media in the run-up to a 2019 decision on whether to keep or end the state’s control of the Little Rock School District.
The Education Policy Analysis Archives, a peer-reviewed, open-access, worldwide, bilingual, and multidisciplinary magazine with a focus on education policies, released its findings last week.
Doctoral students Trish Lopez and Holly Sheppard Riesco, along with their adviser in the Department of Curriculum and Instruction, Christian Z. Goering, co-authored the article.
“It has broad appeal, as it is relevant to the educational situations in Arkansas and several other locations across the country, most recently Houston, Texas,” Goering said. “Our research can be used to understand current and future policies as they pretend to be ‘race-neutral’ but are in reality deeply connected to racism.”
Together, the researchers have worked in elementary, secondary, and higher education settings for 40 years; this experience includes actual teaching experience in Arkansas. Lopez is a doctoral student and fifth-grade teacher who taught in Arkansas for nine years.
Goering, a professor of English education, has worked with teachers and teacher educators in the state for 16 years. Riesco is a third-year doctoral student who taught in Arkansas schools for 15 years.
Despite representation of both sides, the policy decision to grant local control operating under a memorandum of understanding with the state serves to underscore how the dominant, neoliberal frame continued to influence the policy process.
Their study focuses on the prevalence of school district takeovers in urban areas with high Black populations. “We wanted to examine if media portrayals of a decision to continue or end state control supported, refuted or called out this pattern of systemic racism,” they noted in a video the three created to go along with the article.
“Critical policy discourse analysis” provided the researchers with a methodological framework that allowed them to think about policy in a relational, constitutive, and context-specific way as they investigated the problem. The three analyzed major print media sources that discussed and conceptualized the state takeover of LRSD for public stakeholders.
“Given the results of this study, we have determined that education policy decisions in Little Rock were part of a pattern of systemic racism, in this instance enacted through the neoliberal state takeover of the LRSD,” the article states.
Following a state strategy to comply with federal requirements for schools identified as academically distressed based on student achievement scores, the state chose the Little Rock School District as a district for state takeover in 2015.
By law, the mandate of state control is reexamined at the five-year mark to make further determinations for the future of a school district, the article notes.
As this five-year deadline for LRSD approached near the end of 2019, Arkansas print media sources covered the policymakers involved and described proposed plans to move forward. The researchers studied these various articles.
“Despite representation of both sides, the policy decision to grant local control operating under a memorandum of understanding with the state serves to underscore how the dominant, neoliberal frame continued to influence the policy process,” the article states. Their findings emphasize the role of community engagement, media coverage and “the importance of taking a critical stance when reading news media.”
