I Heard It on TV: A Content Discourse Analysis of Educational Changes Influenced by Television and Politics
Abstract
CNN’s coverage of the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA) reveals how education policy is influenced by broader ideological and political forces. The way media frames these policies, recurring narratives and external influences such as political rhetoric and public discourse shape public perception. This study uses content discourse analysis and contextual analysis to examine key themes and ideological shifts in CNN’s coverage over time. By using Krippendorff’s content analysis framework and Schalock’s interpretation of contextual analysis, we can understand how media representations impact education discourse. Situating these findings within broader socio-political contexts highlights the significant role cable news plays in constructing narratives about accountability, standardized testing, and educational reform. This research contributes to the ongoing discussions on media influence in education by offering a critical analysis of the intersection between journalism, policy, and ideology. Through an examination of CNN’s portrayal, we can see how the media’s framing of education policies impacts public understanding and opinion, ultimately influencing the direction of educational reform and public discourse. This study underscores the power of television as a tool in shaping education policy narratives and their reception by the public.
Presentation Description
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Location
Room 1
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Reid, Ericka, "I Heard It on TV: A Content Discourse Analysis of Educational Changes Influenced by Television and Politics" (2025). Curriculum Studies Summer Collaborative. 15.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/15
I Heard It on TV: A Content Discourse Analysis of Educational Changes Influenced by Television and Politics
Room 1
CNN’s coverage of the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA) reveals how education policy is influenced by broader ideological and political forces. The way media frames these policies, recurring narratives and external influences such as political rhetoric and public discourse shape public perception. This study uses content discourse analysis and contextual analysis to examine key themes and ideological shifts in CNN’s coverage over time. By using Krippendorff’s content analysis framework and Schalock’s interpretation of contextual analysis, we can understand how media representations impact education discourse. Situating these findings within broader socio-political contexts highlights the significant role cable news plays in constructing narratives about accountability, standardized testing, and educational reform. This research contributes to the ongoing discussions on media influence in education by offering a critical analysis of the intersection between journalism, policy, and ideology. Through an examination of CNN’s portrayal, we can see how the media’s framing of education policies impacts public understanding and opinion, ultimately influencing the direction of educational reform and public discourse. This study underscores the power of television as a tool in shaping education policy narratives and their reception by the public.
