High Stakes Policy and Mandated Curriculum: A Rhetorical Argumentation Analysis to Explore the Social Processes That Shape School Leaders’ and Teachers’ Strategic Responses

Eliane Dulude*, James P Spillane, Xavier Dumay

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Several social processes guide and shape how school actors engage with high stakes state and district policies relative to mandated curriculum and instruction. In this article, we use rhetorical argumentation analysis to explore how stakeholders mobilize resources through argumentation and rhetorical appeals (logical, emotional, and authoritative). However, their mobilization process creates opportunities and constraints for the interpretation and implementation of mandated curriculum. Findings show that school actors use state policy as a resource to make logical and authoritative claims in their attempts to clarify conflicts between new curriculum ideas and their implicit schemas.

Original languageEnglish (US)
Pages (from-to)364-403
Number of pages40
JournalEducational Policy
Volume31
Issue number3
DOIs
StatePublished - May 1 2017

Keywords

  • curriculum
  • high stakes accountability
  • mathematics education
  • standards reform

ASJC Scopus subject areas

  • Education

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