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In education, teachers and schools become central targets, supporting a new political economy in which reform agendas are advanced via funding new information streams that sideline long-standing empirical evidence. The manuscript argues that “information pollution” in U.S. politics and education policy is at crisis levels, driven by (mis)information strategies that claim to elevate parent voices while de-professionalizing expertise and educators. 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Malin  \nMiami University  \nUnited States  \n&  \nChristopher Lubienski  \nIndiana University  \nUnited States  \nCitation: Malin, J. R., & Lubienski, C. (2022). Information pollution in an age of populist politics. Education Policy Analysis Archives, 30(94). [https://doi.org/10.14507/epaa.30.6144](https://doi.org/10.14507/epaa.30.6144) This article is part of the special issue Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for Resistance, guest edited by Meghan Stacey, Mihajla Gavin, Jessica Gerrard, Anna Hogan, and Jessica Holloway.  \nAbstract: The increasing influence of private interests in public policy has been facilitated by a growth in sources of “alternative” information and expertise. In education, teachers and schools are often the targets of these sources. This has been associated with a new political economy where private interests advance reform agendas largely through funding new information sources that ignore long-standing empirical evidence on factors shaping school outcomes in favor of anecdotes and misunderstandings about issues in education. This manuscript argues “information pollution” relative to U. S. politics and policy is presently at crisis levels, and that it is particularly acute relative to education policy. In this policy area, we show how special interests are using (mis)information strategies to purportedly elevate parent voices but are in effect promoting the interests of private actors  \nand de-professionalizing both expertise and educators. We seek to understand this major issue, placing it within a broader sociopolitical context. The concluding discussion considers what might be required to move in a healthier direction that would bring U . S.  \neducation policy and practice into closer alignment with evidence and expertise.  \nKeywords: education policy; education reform; teaching; expertise; information utilization  \nContaminación de la información en una era de política populista  \nResumen: La creciente influencia de los intereses privados en las políticas públicas se ha visto facilitada por un crecimiento en las fuentes de informació n y conocimientos “alternativos.” Eneducación, los maestros y las escuelas son a menudo los objetivos de estas fuentes. Esto se haasociado con una nueva economía política donde los intereses privados impulsan las agendas de reforma en gran medida a través de la financiación de nuevas fuentes de información que ignoran la evidencia empírica de larga data sobre los factores que dan forma a los resultadosescolares a favor de las anécdotas y los malentendidos sobre los problemas de la educación. Este manuscrito argumenta que la “contaminación de la información” relativa a la política/política de [EE.UU. se](EE.UU. se) encuentra actualmente en niveles de crisis, y que es particularmente aguda en relacióncon la política educativa. En esta área de política, mostramos cómo los intereses especiales estánutilizando estrategias de (des)información para supuestamente elevar las voces de los padres, pero en realidad están promoviendo los intereses de los actores privados y desprofesionalizando tanto a los expertos como a los educadores. Buscamos comprender este gran tema, ubicándolodentro de un contexto sociopolítico más amplio. La discusión final considera lo que podría ser necesario para avanzar en una dirección más saludable que haría que la política y la práctica educativa de los EE. UU. estuvieran más alineadas con la evidencia y la experiencia.  \nPalabras clave: política educativa; reforma educativa; enseñando; pericia; utilización de la información  \nPoluição da informaçã","cbCaitCp4qubQXqx","https://ap.wps.com/l/cbCaitCp4qubQXqx","pdf",409763,23,"English","# Information Pollution in an Age of Populist Politics\n# Abstract\n# Keywords","[{\"question\":\"What is the core claim about “information pollution” in U.S. education policy?\",\"answer\":\"Private interests increasingly use mis- and disinformation to shape education reform. The article argues this “information pollution” is at crisis levels, especially in education policy.\"},{\"question\":\"How do private actors influence reform agendas according to the article?\",\"answer\":\"They finance new information sources that ignore long-standing empirical evidence. These sources favor anecdotes and misunderstandings while promoting private interests.\"},{\"question\":\"What impact does this have on educators and expertise?\",\"answer\":\"The article states that (mis)information strategies elevate claims about parent voices but ultimately de-professionalize both expertise and educators.\"}]","SPECIAL ISSUE - Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for Resistance - Information Pollution in an Age of Populist Politics | PDF",1792094008,58]