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A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to 'Divisive Concepts' Legislation

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Title: A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to 'Divisive Concepts' Legislation
Language: English
Authors: Melissa Schieble (ORCID 0000-0001-8120-9495), Michiko Hikida, Laura Taylor (ORCID 0000-0002-1037-7042), Amy Vetter, Kristen Hodnett, Kushya Sugarman
Source: Literacy Research: Theory, Method, and Practice. 2025 74(1):169-190.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Writing (Composition), Resistance (Psychology), Opinions, Discourse Analysis, Educational Legislation, State Legislation, Social Justice, Structural Analysis (Linguistics), Authors, Controversial Issues (Course Content)
Geographic Terms: Indiana
DOI: 10.1177/23813377251358189
ISSN: 2381-3369
2381-3377
Abstract: Recognizing writing as a powerful form of political resistance, in this article the authors demonstrate how reconstructive discourse analysis (RDA) can be used to make visible how one individual used public media writing to advance movements of educational justice. Combining RDA with theories of argumentation and positioning to analyze an op-ed opposing "divisive concepts" legislation in Indiana, the authors illustrate how the op-ed author constructed the proposed bill as irrational while positioning himself as an authority on the topic. RDA can inform researchers seeking methodological tools to analyze such resistance and practitioners (including teachers, parents, students, and activists) seeking examples of successful forms of resistance. In this article, we demonstrate through one case how literacy researchers can support educators in sustaining their work for racial justice through reconstructive analyses that make visible possibilities of challenging attempts to constrain justice-oriented teaching and learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486187
Database: ERIC
FullText Text:
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  Data: A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to 'Divisive Concepts' Legislation
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  Data: <searchLink fieldCode="AR" term="%22Melissa+Schieble%22">Melissa Schieble</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8120-9495">0000-0001-8120-9495</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michiko+Hikida%22">Michiko Hikida</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Taylor%22">Laura Taylor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1037-7042">0000-0002-1037-7042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+Vetter%22">Amy Vetter</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+Hodnett%22">Kristen Hodnett</searchLink><br /><searchLink fieldCode="AR" term="%22Kushya+Sugarman%22">Kushya Sugarman</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Recognizing writing as a powerful form of political resistance, in this article the authors demonstrate how reconstructive discourse analysis (RDA) can be used to make visible how one individual used public media writing to advance movements of educational justice. Combining RDA with theories of argumentation and positioning to analyze an op-ed opposing "divisive concepts" legislation in Indiana, the authors illustrate how the op-ed author constructed the proposed bill as irrational while positioning himself as an authority on the topic. RDA can inform researchers seeking methodological tools to analyze such resistance and practitioners (including teachers, parents, students, and activists) seeking examples of successful forms of resistance. In this article, we demonstrate through one case how literacy researchers can support educators in sustaining their work for racial justice through reconstructive analyses that make visible possibilities of challenging attempts to constrain justice-oriented teaching and learning.
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