The Political Spectacle of Arizona's Proposition 203

• Published in: Educational policy (Los Altos, Calif.) Vol. 19; no. 5; pp. 662 - 700
• Main Author: Wright, Wayne E.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.11.2005; SAGE PUBLICATIONS, INC
• Subjects: Arizona; Bilingual education; Bilingual Education Programs; Civil rights; Education, Bilingual; Educational Legislation; Educational Policy; Educational sector; English (Second Language); English language; Immersion Programs; Language policy; Political Campaigns; Politics; Politics of Education; Program Implementation; Second Language Learning; State laws; United States; Arizona; United States > US; language policy; bilingual education; English language learners
• ISSN: 0895-9048; 1552-3896
• DOI: 10.1177/0895904805278066

Arizona's Proposition 203 places restrictions on bilingual and English-as-asecond-language programs and essentiality mandates English-only education for English language learners (ELLs). This article provides an analysis of this initiative and the wide variations in its interpretation and implementation. Data sources include official policy and related documents, media coverage, and observations of key policy events. The findings provide evidence that Proposition 203 and its implementation are political spectacle, rather than democratic rationale policy making with true concern for ELL students. The analysis focuses on the components of the political spectacle framework evident in the initiative, its campaign(s), and its implementation, including the use of symbolic language, the use of plots and story lines, the creation of leaders (heroes) and enemies, the evoking of symbols of rationality, and distinctions between on-stage and off-stage actions. The article concludes with a discussion of the implications for English language learners in Arizona.