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Learning by the numbers: Critical discourse analysis of representations of No Child Left Behind public law 107-110 in Puerto Rico
Mateu-Zayas, Thea L.
Mateu-Zayas, Thea L.
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Abstract
The implementation of Public Law 107-110, No Child Left Behind Act
(NCLB) has far-reaching implications that redirect the course of education in
Puerto Rico by imposing policies through a process that has not been
participatory and has not been a result of locally-based initiatives. This research
project examines the discourses being produced about NCLB in Puerto Rico by
three types of institutions: the Department of Education, the teacher
organizations (Federación de Maestros de Puerto Rico), and the press (El Nuevo
DÃa). The representations of learners, educators, schools, the Pruebas
Puertorriqueñas de Aprovechamiento Académico, and the State are all examined
using a Critical Discourse Analysis methodology. The voices that are authorized
to speak and the discourses of resistance to NCLB issued by these institutions
are also identified. Discourses are examined within the context of the colonial
history of education in Puerto Rico in order to contribute to the scholarship on
educational policies on the Island.
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Date
2007
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Keywords
United States-No Child Left Behind Act of 2001-Resistance, United States-No Child Left Behind Act of 2001-Puerto Rico-Implications, School management and organization-Puerto Rico, Education-Puerto Rico-government policy