Obfuscating Systemic Racism - A Critical Policy Discourse Analysis on the Operation of Neoliberal Ideas in Media Representation of a School District State Takeover

Oct 15, 2026

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Education reform in the United States has unwisely emphasized standards and state accountability determined through standardized testing, reinforcing rapid school turnaround and the state’s role in that process. Using critical policy discourse analysis, the study examines how media portrayed the 2019 decision about continuing or terminating state control of the Little Rock School District. Findings identify two argumentative frames: one supporting continued state control through neoliberal values, and another invoking systemic racism to advocate local control, guiding discussion on future policy actions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Abstract

Keywords

Study Focus and Findings

Two Argumentative Frames

Implications for Educational Policy Making

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 31 Number 34 April 4 , 2023 ISSN 1068-2341 | | Obfuscating Systemic Racism: A Critical Policy Discourse Analysis on the Operation of Neoliberal Ideas in Media Representation of a School District State Takeover Trish A. Lopez Holly Sheppard Riesco & Christian Z. Goering University of Arkansas United States Citation: Lopez, T., Riesco, H. S., & Goering, C. Z. (2023) . Obfuscating systemic racism: A critical policy discourse analysis on the operation of neoliberal ideas in media representation of a school district state takeover. Education Policy Analysis Archives, 31(34) . [https://doi.org/10.14507/epaa.31.6707](https://doi.org/10.14507/epaa.31.6707) Video Commentary: [https://youtu.be/n_7qMWvtazc](https://youtu.be/n_7qMWvtazc) [Abstract:](Abstract: Education reform in the United States has unwisely focused attention on standards and)[ Education reform in the United States has unwisely focused attention on standards and](Abstract: Education reform in the United States has unwisely focused attention on standards and)[ ](Abstract: Education reform in the United States has unwisely focused attention on standards and)[accountability to the state as determined by standardized testing](accountability to the state as determined by standardized testing) ([Berliner & Biddle](Berliner & Biddle), 1995; Mehta, 2013) . Stemming from the emphasis on standards-based accountability are the ideas of rapid school turnaround and the state’s role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019) . The current study employed critical policy discourse analysis to examine the media’s portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames—one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage. Keywords: systemic racism; state takeover; critical policy discourse analysis Ofuscando racismo sistémico: Un análisis crítico del discurso político de la operación de ideas neoliberales en la representación de los medios de comunicación sobre una adquisición estatal de un distrito escolar Resumen: Reforma educativa en los estados unidos ha imprudentemente puesto atencióna los estándares y contabilidad al estado determinado por examines estandarizados (Berliner & Biddle, 1995; Mehta, 2013) . Derivadas del énfasis en contabilidad basada en losestándares están las ideas del arreglo rápido escolar y del papel del estado en este proceso (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019) . El estudio corriente usó análisis crítico del discurso político para examinar la descripción de los medios de comunicaciónde la determinación en el 2019 para continuar o terminar control estatal del distrito escolarde Little Rock. Este análisis recalza dos estructuras argumentativas—una cual enfatizó valores neoliberales en apoyar la continuación del control estatal del distrito y la otra enfocada en racismo sistémico como base de proponer control local del distrito. Estasestructuras, tal como sus implicaciones para acciones futuras dentro del proceso político educacional, guía la discusión. Nuestras conclusiones sugieren que participación sostenida en la comunidad y por parte de los medios de comunicación son necesarios para llamaratención a problemas con la póliza educativa mientras que también subraya

FAQs

What was the study’s main analytical approach?

The study used critical policy discourse analysis to examine media portrayal of the 2019 decision regarding state control of the Little Rock School District.

What decision related to state control does the analysis focus on?

The analysis centers on the 2019 determination to continue or terminate state control of the Little Rock School District.

What two argumentative frames were identified?

One frame emphasized neoliberal values supporting continued state control, while the other focused on systemic racism as a basis for advocating local control of the district.

Oct 15, 2026

Uploaded by acoobca