A Strike by Any Other Name…: Democratic Education and the Language of Hegemony
Using the Chicago Teacher Strike as a proxy for education reform in general, chapter four examines the language used by both sides of the conflict to frame the debate. The chapter begins with a brief exploration of critical discourse analysis to understand the ideological power of language and discourse. Press releases and media coverage serve as the “texts” to be analyzed. The chapter argues that the issues of the strike itself are represented by floating signifiers, allowing for ideological work to be done by both sides. Rather than a straightforward conflict, the language used during the strike reflects the contextual, historical, and complex interplay of rationalities, discursive frameworks, and social imaginaries.
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