View in EDS HTML Full Text PDF Full Text

What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization.

Saved in:
Bibliographic Details
Title: What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization.
Authors: Aydarova, Elena1 (AUTHOR)
Source: American Journal of Education. 2024, Vol. 130 Issue 4, p653-685. 33p.
Subject Terms: *Common Core State Standards, *Curriculum change, *Educational change, Legislative sessions, Video recording
Abstract: Purpose: In the last 5 years, many states have introduced science of reading (SOR) reforms that require increased attention to foundational skills instruction in grades K–3. The fast spread of these policies raises questions about the mechanisms that facilitated their rapid adoption. The purpose of this article is to examine how SOR discourses obscured or legitimated agendas of various policy actors involved in promoting literacy reforms. Research Methods/Approach: Grounded in anthropology of policy, this study examines interactions between legislators, policy makers, and policy advocates in Tennessee. Data sources include video recordings of legislative sessions, policy artifacts, reports, media articles, and interviews. Findings: The study documents how the focus on the "science of reading" disguises pursuits of conservative think tanks and major philanthropies in promoting curriculum reforms. Intermediary organizations' advocacy for particular instructional materials and consulting services aligned with Common Core State Standards, even in the states that moved away from them, paves the way for greater standardization, centralization, and expansion of private sector involvement in educational services. Implications: Positioned in the wider sociopolitical context of neoliberal education reforms, SOR advocacy becomes a performance that obscures privatizers' efforts to use literacy legislation as a mechanism for securing a market share for their products and services. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 178994478
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Aydarova%2C+Elena%22">Aydarova, Elena</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. 2024, Vol. 130 Issue 4, p653-685. 33p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Legislative+sessions%22">Legislative sessions</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: In the last 5 years, many states have introduced science of reading (SOR) reforms that require increased attention to foundational skills instruction in grades K–3. The fast spread of these policies raises questions about the mechanisms that facilitated their rapid adoption. The purpose of this article is to examine how SOR discourses obscured or legitimated agendas of various policy actors involved in promoting literacy reforms. Research Methods/Approach: Grounded in anthropology of policy, this study examines interactions between legislators, policy makers, and policy advocates in Tennessee. Data sources include video recordings of legislative sessions, policy artifacts, reports, media articles, and interviews. Findings: The study documents how the focus on the "science of reading" disguises pursuits of conservative think tanks and major philanthropies in promoting curriculum reforms. Intermediary organizations' advocacy for particular instructional materials and consulting services aligned with Common Core State Standards, even in the states that moved away from them, paves the way for greater standardization, centralization, and expansion of private sector involvement in educational services. Implications: Positioned in the wider sociopolitical context of neoliberal education reforms, SOR advocacy becomes a performance that obscures privatizers' efforts to use literacy legislation as a mechanism for securing a market share for their products and services. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178994478
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/730991
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 653
    Subjects:
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Curriculum change
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Legislative sessions
        Type: general
      – SubjectFull: Video recording
        Type: general
    Titles:
      – TitleFull: What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Aydarova, Elena
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: 2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 01956744
          Numbering:
            – Type: volume
              Value: 130
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: American Journal of Education
              Type: main
ResultId 1