The global circulation of literacy policy: phonics, inequality and neo-conservative political movements

Detalhes bibliográficos
Autor(a) principal: Windle, Joel
Data de Publicação: 2019
Outros Autores: Batista, Simone
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478
Resumo: This paper examines how reforming literacy instruction has become a key policy priority for contemporary conservative political movements.  In Brazil, a right-wing populist Federal Government prioritized a shift to “phonics”, while in the US and Australia conservative advocacy of phonics has resulted in policy changes over the past three decades.  Phonics policy advocacy (PPA) is examined as part of a shift in the terrain of political debate towards control of cultural and educational institutions, championed by new types of policy coalition.  Further, phonics policy advocacy (PPA) gains space as a result of transnational sharing of personnel, discourses and political strategy amongst conservative groups.  The analysis points to connections between religious, traditionalist and neoliberal components of contemporary conservative policy advocacy.  The discussion is based on examination of media reporting and policy statements, focusing on the Brazilian case, suggesting that commercial and ideological interests are particularly close in this setting, relative to previous studies elsewhere.
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spelling The global circulation of literacy policy: phonics, inequality and neo-conservative political movementsliteracy education; education policy; language policy; phonics; globalizationThis paper examines how reforming literacy instruction has become a key policy priority for contemporary conservative political movements.  In Brazil, a right-wing populist Federal Government prioritized a shift to “phonics”, while in the US and Australia conservative advocacy of phonics has resulted in policy changes over the past three decades.  Phonics policy advocacy (PPA) is examined as part of a shift in the terrain of political debate towards control of cultural and educational institutions, championed by new types of policy coalition.  Further, phonics policy advocacy (PPA) gains space as a result of transnational sharing of personnel, discourses and political strategy amongst conservative groups.  The analysis points to connections between religious, traditionalist and neoliberal components of contemporary conservative policy advocacy.  The discussion is based on examination of media reporting and policy statements, focusing on the Brazilian case, suggesting that commercial and ideological interests are particularly close in this setting, relative to previous studies elsewhere.Faculdade de Letras - Universidade Federal de Minas GeraisWindle, JoelBatista, Simone2019-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478/1125612465/*ref*/ALLINGTON, R. L. Overselling phonics. Reading Today, v. 15, p. 15-16, 1997./*ref*/APPLE, M. Comparing neo-liberal projects and inequality in education. Comparative education, v. 37, n. 4, p. 409-423, 2001./*ref*/______. Educating the "right" way: Markets, standards, God, and inequality. New York: Routledge, 2006./*ref*/APPLE, M. W.; KENWAY, J.; SINGH, M. Globalizing education: Policies, pedagogies, & politics. Peter Lang Pub Incorporated, 2005./*ref*/AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH. Evaluation of the Cape York Aboriginal Australian Academy Initiative. ACER. Melbourne. 2013/*ref*/BAGNO, M. Preconceito lingüístico: o que é, como se faz. Sao Paulo: Edições Loyola, 1999./*ref*/______. Genocídio, Migração Forçada e Contato na Formação do Português Brasileiro. Capoeira-Humanidades e Letras, v. 1, n. 1, p. 4-14, 2014./*ref*/BALL, S. Global education inc. : new policy networks and the neo-liberal imaginary. Abingdon, Oxon ; New York: Routledge, 2012./*ref*/BALL, S. J.; MAGUIRE, M.; BRAUN, A. How schools do policy: Policy enactments in secondary schools. Routledge, 2011./*ref*/BAUMAN, R.; BRIGGS, C. L.; BRIGGS, C. S. Voices of modernity: Language ideologies and the politics of inequality. Cambridge University Press, 2003./*ref*/BINKLEY, M. R. Becoming a Nation of Readers: Implications for Teachers. 1986./*ref*/BLOMMAERT, J. Discourse: A critical introduction. Cambridge University Press, 2005./*ref*/BOURDIEU, P. Counterfire: Against the tyranny of the market. Paris: Verso, 2002./*ref*/BRASIL. DECRETO Nº 9.765, DE 11 DE ABRIL DE 2019 Brazil (Governo Federal): Presidência da República. Casa Civil, Subchefia para Assuntos Jurídicos 2019./*ref*/CAFARDO, R. Decreto sobre alfabetização deve priorizar método fônico. Estado de São Paulo. São Paulo 2019./*ref*/COLLINS, J.; BLOT, R. Literacy and literacies. Texts, Power and Identity. Cambridge: Cambridge University Press, 2013. 195-197./*ref*/CONNELL, R. W. Southern theory: The global dynamics of knowledge in social science. Cambridge: Polity, 2007./*ref*/DERRIDA, J. Signature event context. na, 1988./*ref*/DE SOUZA, A. Alunos negros e de renda baixa são maioria nas universidades federais. O Globo, 2019./*ref*/DO VALLE SILVA, N. & C. HASENBALG. "Tendências da desigualdade educacional no Brasil." DADOS-Revista de ciências sociais 43(3): 423-445, 2000./*ref*/FAVRETTO, A. Carlos Nadalim, o crítico de Paulo Freire que está conquistando as famílias na internet. Sempre Família. São Paulo 2018./*ref*/FELTRAN, G. D. S. Fronteiras de tensão: um estudo sobre política e violência nas periferias de São Paulo. 2008./*ref*/FREIRE, Paulo (1997). Professora, sim; tia, não – cartas a quem ousa ensinar. São Paulo: Olho d’água./*ref*/___________ (1992/2011). A importância do ato de ler – em três artigos que se completam. São Paulo: Cortez GARDNER, D. P. et al. A nation at risk: The imperative for educational reform. United States Department of Education Washington, DC, 1983./*ref*/GILLIS, S.; POLESEL, J.; WU, M. PISA data: Raising concerns with its use in policy settings. The Australian Educational Researcher, v. 43, n. 1, p. 131-146, 2016./*ref*/HEMPENSTALL, K. The whole language‐phonics controversy: An historical perspective. Educational Psychology, v. 17, n. 4, p. 399-418, 1997./*ref*/HUNTER, J. D. Culture wars: The struggle to control the family, art, education, law, and politics in America. Basic Books, 1992./*ref*/KALANTZIS, Mary; COPE, Bill. New Learning – elements of a science of Education. New York: CUP, 2009./*ref*/KRESS, Gunther. Literacy in the new media age. London and New York: Routledge, 2007./*ref*/LIBÂNEO, José Carlos. Didática. São Paulo: Cortez, 2011./*ref*/LINGARD, B. Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, v. 51, n. 2, p. 129-147, 2010. ISSN 1750-8487./*ref*/LIPMAN, P. High stakes education: Inequality, globalization, and urban school reform. Routledge, 2004./*ref*/MOREIRA HYPOLITO, Á. Políticas curriculares, Estado e regulação. Educação & Sociedade, v. 31, n. 113, 2010./*ref*/MORTIMER, K. S. Producing change and stability: A scalar analysis of Paraguayan bilingual education policy implementation. Linguistics and Education, v. 34, p. 58-69, 2016. ISSN 0898-5898./*ref*/NDIMANDE, B. S. Pedagogy of the periphery: a letter to Paulo Freire. Dear Paulo: Letters from those who dare teach. NIETO, S. New York: Routledge 2015./*ref*/PENNYCOOK, Alastair. Language policy and local practices. In: GARCÍA, Ofeliz; FLORES, Nelson; SPOTTI, Massimiliano (Eds). The Oxford Handbook of Language and society. New York: OUP, 2017./*ref*/RAWOLLE, S.; LINGARD, B. The sociology of Pierre Bourdieu and researching education policy. Journal of education policy, v. 23, n. 6, p. 729-741, 2008./*ref*/RIZVI, F.; LINGARD, B. Globalizing education policy. London ; New York, NY: Routledge, 2010. xii, 228 p./*ref*/SACRISTÁN, José Gimeno (2008). O significado e a função da educação na sociedade e na cultura globalizadas. In: GARCIA, Regina Leite; MOREIRA, Antonio Flavio Barbosa (2008). Currículo na contemporaneidade – incertezas e desafios. 3 ed. São Paulo: Cortez, 2008./*ref*/SALDAÑA, P. Decreto de alfabetização mantém foco em método fônico Folha de São Paulo. São Paulo. 11 de abril 2019a./*ref*/______. Weintraub vai demitir secretários do MEC e trazer ex-integrante da gestão Temer Folha de São Paulo. São Paulo. April 9, 2019 2019b./*ref*/SELLAR, S.; LINGARD, B. Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, n. ahead-of-print, p. 1-22, 2013. ISSN 0305-0068./*ref*/SEMPRE FAMÍLIA. Sempre Família - Quem Somos. São Paulo, 2018. Avaialble at: < https://www.semprefamilia.com.br/quem-somos/ >. Accessed on: June 10./*ref*/SILVERSTEIN, M.; URBAN, G. Natural histories of discourse. University of Chicago Press, 1996./*ref*/SNYDER, I. The literacy wars: Why teaching children to read and write is a battleground in Australia. Allen & Unwin, 2008. ISBN 1741764319./*ref*/SOARES, Magda. A reinvenção da alfabetização. In: Presença Pedagógica. Vol 9. N. 52. Jul/ago, 2003./*ref*/_________. Linguagem e escola – uma perspectiva social. São Paulo: contexto, 2017./*ref*/SYMCOX, L. From a nation at risk to no child left behind: 25 years of neoliberal reform in education. In: (Ed.). Social justice, peace, and environmental education: Routledge, 2009. p.65-77./*ref*/TAKAYAMA, K. A nation at risk crosses the Pacific: Transnational borrowing of the US crisis discourse in the debate on education reform in Japan. Comparative Education Review, v. 51, n. 4, p. 423-446, 2007./*ref*/WINDLE, J. A. From academia to media: Staging the public career of critical literacy. The Australian Educational Researcher, v. 38, n. 3, p. 17, 2011./*ref*/______. Making Sense of School Choice: Politics, Policies, and Practice under Conditions of Cultural Diversity. New York: Palgrave-MacMillan, 2015.Copyright (c) 2019 Revista Brasileira de Linguística Aplicadainfo:eu-repo/semantics/openAccess2019-06-28T18:54:36Zoai:periodicos.letras.ufmg.br:article/15478Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2019-06-28T18:54:36Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
title The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
spellingShingle The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
Windle, Joel
literacy education; education policy; language policy; phonics; globalization
title_short The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
title_full The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
title_fullStr The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
title_full_unstemmed The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
title_sort The global circulation of literacy policy: phonics, inequality and neo-conservative political movements
author Windle, Joel
author_facet Windle, Joel
Batista, Simone
author_role author
author2 Batista, Simone
author2_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Windle, Joel
Batista, Simone
dc.subject.por.fl_str_mv literacy education; education policy; language policy; phonics; globalization
topic literacy education; education policy; language policy; phonics; globalization
description This paper examines how reforming literacy instruction has become a key policy priority for contemporary conservative political movements.  In Brazil, a right-wing populist Federal Government prioritized a shift to “phonics”, while in the US and Australia conservative advocacy of phonics has resulted in policy changes over the past three decades.  Phonics policy advocacy (PPA) is examined as part of a shift in the terrain of political debate towards control of cultural and educational institutions, championed by new types of policy coalition.  Further, phonics policy advocacy (PPA) gains space as a result of transnational sharing of personnel, discourses and political strategy amongst conservative groups.  The analysis points to connections between religious, traditionalist and neoliberal components of contemporary conservative policy advocacy.  The discussion is based on examination of media reporting and policy statements, focusing on the Brazilian case, suggesting that commercial and ideological interests are particularly close in this setting, relative to previous studies elsewhere.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-28
dc.type.none.fl_str_mv

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dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15478/1125612465
/*ref*/ALLINGTON, R. L. Overselling phonics. Reading Today, v. 15, p. 15-16, 1997.
/*ref*/APPLE, M. Comparing neo-liberal projects and inequality in education. Comparative education, v. 37, n. 4, p. 409-423, 2001.
/*ref*/______. Educating the "right" way: Markets, standards, God, and inequality. New York: Routledge, 2006.
/*ref*/APPLE, M. W.; KENWAY, J.; SINGH, M. Globalizing education: Policies, pedagogies, & politics. Peter Lang Pub Incorporated, 2005.
/*ref*/AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH. Evaluation of the Cape York Aboriginal Australian Academy Initiative. ACER. Melbourne. 2013
/*ref*/BAGNO, M. Preconceito lingüístico: o que é, como se faz. Sao Paulo: Edições Loyola, 1999.
/*ref*/______. Genocídio, Migração Forçada e Contato na Formação do Português Brasileiro. Capoeira-Humanidades e Letras, v. 1, n. 1, p. 4-14, 2014.
/*ref*/BALL, S. Global education inc. : new policy networks and the neo-liberal imaginary. Abingdon, Oxon ; New York: Routledge, 2012.
/*ref*/BALL, S. J.; MAGUIRE, M.; BRAUN, A. How schools do policy: Policy enactments in secondary schools. Routledge, 2011.
/*ref*/BAUMAN, R.; BRIGGS, C. L.; BRIGGS, C. S. Voices of modernity: Language ideologies and the politics of inequality. Cambridge University Press, 2003.
/*ref*/BINKLEY, M. R. Becoming a Nation of Readers: Implications for Teachers. 1986.
/*ref*/BLOMMAERT, J. Discourse: A critical introduction. Cambridge University Press, 2005.
/*ref*/BOURDIEU, P. Counterfire: Against the tyranny of the market. Paris: Verso, 2002.
/*ref*/BRASIL. DECRETO Nº 9.765, DE 11 DE ABRIL DE 2019 Brazil (Governo Federal): Presidência da República. Casa Civil, Subchefia para Assuntos Jurídicos 2019.
/*ref*/CAFARDO, R. Decreto sobre alfabetização deve priorizar método fônico. Estado de São Paulo. São Paulo 2019.
/*ref*/COLLINS, J.; BLOT, R. Literacy and literacies. Texts, Power and Identity. Cambridge: Cambridge University Press, 2013. 195-197.
/*ref*/CONNELL, R. W. Southern theory: The global dynamics of knowledge in social science. Cambridge: Polity, 2007.
/*ref*/DERRIDA, J. Signature event context. na, 1988.
/*ref*/DE SOUZA, A. Alunos negros e de renda baixa são maioria nas universidades federais. O Globo, 2019.
/*ref*/DO VALLE SILVA, N. & C. HASENBALG. "Tendências da desigualdade educacional no Brasil." DADOS-Revista de ciências sociais 43(3): 423-445, 2000.
/*ref*/FAVRETTO, A. Carlos Nadalim, o crítico de Paulo Freire que está conquistando as famílias na internet. Sempre Família. São Paulo 2018.
/*ref*/FELTRAN, G. D. S. Fronteiras de tensão: um estudo sobre política e violência nas periferias de São Paulo. 2008.
/*ref*/FREIRE, Paulo (1997). Professora, sim; tia, não – cartas a quem ousa ensinar. São Paulo: Olho d’água.
/*ref*/___________ (1992/2011). A importância do ato de ler – em três artigos que se completam. São Paulo: Cortez GARDNER, D. P. et al. A nation at risk: The imperative for educational reform. United States Department of Education Washington, DC, 1983.
/*ref*/GILLIS, S.; POLESEL, J.; WU, M. PISA data: Raising concerns with its use in policy settings. The Australian Educational Researcher, v. 43, n. 1, p. 131-146, 2016.
/*ref*/HEMPENSTALL, K. The whole language‐phonics controversy: An historical perspective. Educational Psychology, v. 17, n. 4, p. 399-418, 1997.
/*ref*/HUNTER, J. D. Culture wars: The struggle to control the family, art, education, law, and politics in America. Basic Books, 1992.
/*ref*/KALANTZIS, Mary; COPE, Bill. New Learning – elements of a science of Education. New York: CUP, 2009.
/*ref*/KRESS, Gunther. Literacy in the new media age. London and New York: Routledge, 2007.
/*ref*/LIBÂNEO, José Carlos. Didática. São Paulo: Cortez, 2011.
/*ref*/LINGARD, B. Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, v. 51, n. 2, p. 129-147, 2010. ISSN 1750-8487.
/*ref*/LIPMAN, P. High stakes education: Inequality, globalization, and urban school reform. Routledge, 2004.
/*ref*/MOREIRA HYPOLITO, Á. Políticas curriculares, Estado e regulação. Educação & Sociedade, v. 31, n. 113, 2010.
/*ref*/MORTIMER, K. S. Producing change and stability: A scalar analysis of Paraguayan bilingual education policy implementation. Linguistics and Education, v. 34, p. 58-69, 2016. ISSN 0898-5898.
/*ref*/NDIMANDE, B. S. Pedagogy of the periphery: a letter to Paulo Freire. Dear Paulo: Letters from those who dare teach. NIETO, S. New York: Routledge 2015.
/*ref*/PENNYCOOK, Alastair. Language policy and local practices. In: GARCÍA, Ofeliz; FLORES, Nelson; SPOTTI, Massimiliano (Eds). The Oxford Handbook of Language and society. New York: OUP, 2017.
/*ref*/RAWOLLE, S.; LINGARD, B. The sociology of Pierre Bourdieu and researching education policy. Journal of education policy, v. 23, n. 6, p. 729-741, 2008.
/*ref*/RIZVI, F.; LINGARD, B. Globalizing education policy. London ; New York, NY: Routledge, 2010. xii, 228 p.
/*ref*/SACRISTÁN, José Gimeno (2008). O significado e a função da educação na sociedade e na cultura globalizadas. In: GARCIA, Regina Leite; MOREIRA, Antonio Flavio Barbosa (2008). Currículo na contemporaneidade – incertezas e desafios. 3 ed. São Paulo: Cortez, 2008.
/*ref*/SALDAÑA, P. Decreto de alfabetização mantém foco em método fônico Folha de São Paulo. São Paulo. 11 de abril 2019a.
/*ref*/______. Weintraub vai demitir secretários do MEC e trazer ex-integrante da gestão Temer Folha de São Paulo. São Paulo. April 9, 2019 2019b.
/*ref*/SELLAR, S.; LINGARD, B. Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, n. ahead-of-print, p. 1-22, 2013. ISSN 0305-0068.
/*ref*/SEMPRE FAMÍLIA. Sempre Família - Quem Somos. São Paulo, 2018. Avaialble at: < https://www.semprefamilia.com.br/quem-somos/ >. Accessed on: June 10.
/*ref*/SILVERSTEIN, M.; URBAN, G. Natural histories of discourse. University of Chicago Press, 1996.
/*ref*/SNYDER, I. The literacy wars: Why teaching children to read and write is a battleground in Australia. Allen & Unwin, 2008. ISBN 1741764319.
/*ref*/SOARES, Magda. A reinvenção da alfabetização. In: Presença Pedagógica. Vol 9. N. 52. Jul/ago, 2003.
/*ref*/_________. Linguagem e escola – uma perspectiva social. São Paulo: contexto, 2017.
/*ref*/SYMCOX, L. From a nation at risk to no child left behind: 25 years of neoliberal reform in education. In: (Ed.). Social justice, peace, and environmental education: Routledge, 2009. p.65-77.
/*ref*/TAKAYAMA, K. A nation at risk crosses the Pacific: Transnational borrowing of the US crisis discourse in the debate on education reform in Japan. Comparative Education Review, v. 51, n. 4, p. 423-446, 2007.
/*ref*/WINDLE, J. A. From academia to media: Staging the public career of critical literacy. The Australian Educational Researcher, v. 38, n. 3, p. 17, 2011.
/*ref*/______. Making Sense of School Choice: Politics, Policies, and Practice under Conditions of Cultural Diversity. New York: Palgrave-MacMillan, 2015.
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Brasileira de Linguística Aplicada
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Brasileira de Linguística Aplicada
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)
Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)
Revista Brasileira de Linguística Aplicada; Vol 19, No 2 (2019)
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