Staying Above the Fray: Framing and Conflict in the Coverage of Education Policy Debates

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dc.contributor.author Tamir, Eran
dc.contributor.author Davidson, Roei
dc.date.accessioned 2017-11-03T15:39:05Z
dc.date.available 2017-11-03T15:39:05Z
dc.date.issued 2011-02
dc.identifier.citation Tamir, E. & Davidson, R. (2011). Staying above the fray: Framing and conflict in the coverage of education policy debates. American Journal of Education.
dc.identifier.issn 0195-6744
dc.identifier.uri http://hdl.handle.net/10192/34710
dc.description.abstract This article examines the mass media's role in shaping education policy debates in light of pluralist theory and Bourdieu's social fields theory. We content analyzed the coverage of New Jersey education policy debates during 1985, when the governor moved to consolidate his power in the education field. We used quantitative framing and conflict analysis and found that the media presented educational policy debates in ways that advantaged political and economic elites and portrayed the governor as being above the political fray. On the whole, our findings conform more to Bourdieu's social fields theory than to pluralist theory. (Contains 18 notes, 4 tables and 2 figures.)
dc.language English
dc.language.iso en
dc.publisher The University of Chicago Press
dc.rights Copyright by Eran Tamir & Roei Davidson 2011
dc.subject practitioner research
dc.title Staying Above the Fray: Framing and Conflict in the Coverage of Education Policy Debates
dc.type Article


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