The Politics of Literacy Teaching: How “Research” Shaped Educational Policy

Abstract

In this paper we trace the use of a “consensus” white paper as part of a successful educational advocacy campaign that reframed early literacy educational policies in two states. In addition we contrast the specific instructional recommendations offered in this white paper with the findings of the program of research that was purportedly “synthesized” in developing the recommendations. The successful use of this white paper as a policy lever is considered from both the “agenda-setting” and “political use of expertise” frameworks.