Evaluation category as a basic component of education reform discredit strategy in American media-political discourse


The article focuses on the linguistic means used in representations of the evaluation category within the discredit strategy of the education reform and its main figures in American media-political discourse. The article demonstrates one of the possible algorithms of analyzing the evaluation category in media-political discourse. The research is based on the media publications devoted to the education reform and reformers in 2012–2015.

The main conclusions are: despite the frequent merging of deontic, utilitarian, emotive-emphatic and teleological evaluations, the latter prevails in Mass Media characteristics of the education reform; the main pedagogical values relevant in the evaluation process of the education reform are: knowledge, professional competence, quality of education, equality, creative thinking, intelligence and discipline. The analysis shows that formal business clichés, media-political jargon and professional pedagogical judgements are an important part of creating speech images; axiological commentaries devoted to the education reform and its main figures are of controversial character.

Key words: 

education reform, discredit strategy, media-political discourse, evaluation, axiological commentary.

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