{"title":"Multicultural education and the ESEA: the ebbs and flows of policy alignment between 1965-2015","authors":"Neisha Terry","doi":"10.1080/2005615X.2023.2164964","DOIUrl":null,"url":null,"abstract":"ABSTRACT Since its ratification in 1965, the ESEA and its reauthorizations have shaped educational policy and funding in the US. However, while the ESEA has been positioned as a fundamental system of educational governance to ensure quality in the nation’s education system, it has been criticized for inconsistent support of diversity and the promotion of Americanization. This article utilizes discourse analysis methodology to analyse several key iterations of the ESEA through the lens of critical multicultural education to examine the policy’s commitment to the multicultural education agenda over that of the goal of Americanization. Findings reveal that the commitment to multicultural education has vacillated over time, and Americanization still influences policy framing. Recommendations include employing a critical approach by promoting meaningful inclusion of multiple stakeholders to interrogate and dismantle the conservative foundation upon which the US education system is built.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Multicultural Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/2005615X.2023.2164964","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Since its ratification in 1965, the ESEA and its reauthorizations have shaped educational policy and funding in the US. However, while the ESEA has been positioned as a fundamental system of educational governance to ensure quality in the nation’s education system, it has been criticized for inconsistent support of diversity and the promotion of Americanization. This article utilizes discourse analysis methodology to analyse several key iterations of the ESEA through the lens of critical multicultural education to examine the policy’s commitment to the multicultural education agenda over that of the goal of Americanization. Findings reveal that the commitment to multicultural education has vacillated over time, and Americanization still influences policy framing. Recommendations include employing a critical approach by promoting meaningful inclusion of multiple stakeholders to interrogate and dismantle the conservative foundation upon which the US education system is built.
期刊介绍：
Multicultural Education Review (MER) is a peer-reviewed journal for research about diversity and equity in education. Aiming to provide a truly international and multidisciplinary forum for the discussion of educational issues, MER welcomes original contributions that explore various aspects of policy and practice in education around the world. As an official scholarly journal of the Korean Association for Multicultural Education, MER is published in March, June, September, and December.
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