This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration's education speeches. The second objective was to understand how those ideologies impacted the Administration's proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. The researcher found four primary ideologies in the education speeches. First, every speech was coupled with an economic agenda. Second, the speakers displayed great concern over America's ability to remain a global economic leader. Third, there was an emphasis on the role of education in promoting equal opportunity and a belief in the American Dream. Finally, the speakers showed a deficit-oriented perception of students of color. The researcher discovered that economic ideologies inspired the Obama Administration's proposed solutions. As such, the author argues that the Obama Administration utilized interest convergence by focusing on the economic self-interests of white policymakers. This study concludes with the author's recommendations for change in the education of poor students of color. The author calls for strategic alliances throughout group identities in order to achieve educational equity.
|Commitee:||Litton, Edmundo, McCullough, Mary|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Political science|
|Keywords:||Critical discourse analysis, Critical race theory, Education speeches, Interest convergence theory, Obama, Barack, United States Department of Education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be