Date of Award

Spring 5-9-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Tennille Lasker-Scott

Third Committee Member

Dr. Mark Gotcher

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

ABSTRACT A HISTORICAL-DISCOURSE POLICY ANALYSIS OF ARKANSAS’ EDUCATIONAL POLICIES: A POST-MARXIST, GRAMSCIAN PERSPECTIVE Matti Izora Ibrahim Few studies have explored the macro-level factors that influence education. This research examines how political forces shaping K-12 education in Arkansas connect to broader global political trends. Grounded in a post-Marxist, Gramscian framework, the research employs a Discourse-Historical Approach (Wodak, 2001) to examine the rhetorical construction of the language in Arkansas Act 327 (2023), commonly known as the LEARNS Act, and Executive Order EO 23-05, the executive order which preceded it. Accordingly, this research examines whether these policies reflect broader global political patterns by analyzing their language and framing in relation to similar developments worldwide. Identifying the macro-level factors behind the anti-CRT movement helps trace the ideological and political forces that shaped these policies. Therefore, the research seeks to answer the question: How does state regulation of race-related educational content in Arkansas reflect the forces of hegemonic power structures within global political dynamics? By situating Arkansas’ policies within this broader context, the research provides a critical lens for understanding the intersection of global politics, ideology, and education. The findings of this research aim to encourage meaningful debate within the public, educational, and governmental spheres in Arkansas, as well as provide insights into how Arkansas’ Educational Policies align with global political trends.

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