Wiping Away the “Veneer of Democracy” to Expose the School-Level Effects of Arizona’s Language Policy
AuthorFetman, Lisa J.
AffiliationUniv Arizona, Dept Educ Policy Studies & Practice
MetadataShow full item record
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
CitationLisa J. Fetman (2018) Wiping Away the “Veneer of Democracy” to Expose the School-Level Effects of Arizona’s Language Policy, Leadership and Policy in Schools, 17:2, 264-295, DOI: 10.1080/15700763.2016.1278241
JournalLEADERSHIP AND POLICY IN SCHOOLS
Rights© 2018 Taylor & Francis
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractDespite scant empirical support, Arizona's restrictive language policy (Proposition 203, 2000) sustains as a result of the veneer of democracy (a political strategy that projects equitable inclinations while shielding inequitable ideologies). This article compares findings from an ethnographic study of one linguistically diverse Arizona high school with a critical analysis of the policy's text to show how the policy's veneer of democracy includes discourses of morality, opportunity, and rationality. These discourses conflict with and subjugate the microlevel realities of schools. The illustration of this tension implies a need to reexamine democracy in education from political and school levels.
Note18 month embargo; published online: 06 February 2017
VersionFinal accepted manuscript