Information Pollution in an Age of Populist Politics

Autor/inn/en	Malin, Joel R.; Lubienski, Christopher
Titel	Information Pollution in an Age of Populist Politics
Quelle	In: Education Policy Analysis Archives, 30 (2022) 94, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Malin, Joel R.) ORCID (Lubienski, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Information Sources; Political Attitudes; Public Policy; Misconceptions; Educational Policy; Deception; Educational Change; Politics of Education; Evidence Based Practice; Parent Attitudes; Private Sector; Social Influences; Alignment (Education); Elementary Secondary Education; Information Utilization; Educational Vouchers; Charter Schools; Films; Legislators; Critical Race Theory; Teacher Effectiveness; Organizations (Groups) + Suchen Sie Ihr Suchwort? Information source; Informationsquelle; Political attitude; Politische Einstellung; Öffentliche Ordnung; Missverständnis; Politics of education; Bildungspolitik; Täuschung; Bildungsreform; Educational policy; Elternverhalten; Privater Sektor; Sozialer Einfluss; Informationsnutzung; Educational voucher; Bildungsgutschein; Charter school; Charter-Schule; Film; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	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 and 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. education policy and practice into closer alignment with evidence and expertise. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01