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

Abstract: 

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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