Edit
- 5637 Tolman Hall
Graduate School of Education, UC Berkeley
Berkeley, CA 94720 - 510-642-4740
- Social Choice Theory, Educational Inequalities (class; race; gender etc), Politics Of Education, Privatization, Neoliberalism, Race and Racism, and 20 morePolitics, Race and Ethnicity, Democracy, Diversity, Social Stratification, Policy, Policy Studies, Social Network Analysis (Social Sciences), Charter schools, School Choice, Districts, Education, Political Science, Research Methodology, Teacher Education, Qualitative methodology, Social Networking, Qualitative Research, Social Networks, and Social Research Methods and Methodologyedit
In this essay, we examine the racial politics of education in the six decades after Brown. We consider the state of educational policy in an era in which market reform advocates often invoke the spirit of the Brown decision even as the... more
In this essay, we examine the racial politics of education in the
six decades after Brown. We consider the state of educational policy in an era in which market reform advocates often invoke the spirit of the Brown decision even as the Supreme Court has largely vacated the legal framework provided by Brown to desegregate schools. Background: Educational policy post-Brown has focused largely on expanding market reforms such as school choice, high-stakes testing, and federal and state accountability mechanisms in lieu of the radical shifts in the distribution of educational opportunities for which Brown called. Setting: We discuss these market oriented trends in San Francisco and Philadelphia. Findings: While many of these interventions have contributed to the growing racial, linguistic, and socioeconomic segregation in public education, efforts to realize more just and democratic schooling persist in these same urban school districts. Conclusion: We conclude with a call to educational leaders to partner with local communities to revive Brown’s promise for more just, diverse, and equitable schooling.
six decades after Brown. We consider the state of educational policy in an era in which market reform advocates often invoke the spirit of the Brown decision even as the Supreme Court has largely vacated the legal framework provided by Brown to desegregate schools. Background: Educational policy post-Brown has focused largely on expanding market reforms such as school choice, high-stakes testing, and federal and state accountability mechanisms in lieu of the radical shifts in the distribution of educational opportunities for which Brown called. Setting: We discuss these market oriented trends in San Francisco and Philadelphia. Findings: While many of these interventions have contributed to the growing racial, linguistic, and socioeconomic segregation in public education, efforts to realize more just and democratic schooling persist in these same urban school districts. Conclusion: We conclude with a call to educational leaders to partner with local communities to revive Brown’s promise for more just, diverse, and equitable schooling.
Research Interests:
Research Interests:
Research Interests:
An increased role for the federal government and philanthropic organizations in education over the last decade, along with a growing demand for evidence by public and private policymakers, has invigorated an already vibrant sector of... more
An increased role for the federal government and philanthropic organizations in education over the last decade, along with a growing demand for evidence by public and private policymakers, has invigorated an already vibrant sector of intermediary organizations that seek to package and promote research on educational policies and programs for policymakers, typically around a specific policy agenda. Educational reforms that promise to incentivize school improvement—charter schools, vouchers, teacher compensation incentives, and student pay-for-performance, for example—are of particular interest to intermediary organizations. This chapter examines how national and local intermediary organizations function to shape evidence on the benefits and drawbacks of incentivist educational reforms through funding, production, and dissemination in New Orleans, Denver, and New York City and at the national level. We find evidence of national-local coalitions through which a variety of evidences—academic, journalistic, anecdotal, think tank, and advocacy oriented—are produced and disseminated. We are also witnessing the ways in which intermediary organizations, through their coalitions, are providing a political function to a host of policy actors and the public writ large.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Maxwell and Donmoyer both argue in this issue of Qualitative Inquiry that narrow definitions of causality in educational research tend to disqualify qualitative research from influence (and funding) among policy makers. They propose a... more
Maxwell and Donmoyer both argue in this issue of Qualitative Inquiry that narrow definitions of causality in educational research tend to disqualify qualitative research from influence (and funding) among policy makers. They propose a process view of causality that would allow qualitative researchers to make causal claims more grounded in the thick description of practice settings. In this article, we build on this notion of process causality, but further argue that unless we also broaden traditional notions of context in qualitative research, we will continue to seek policy solutions primarily at individual, local institutional, and cultural levels. Although qualitative researchers have made progress in acknowledging the intersectionality of race, class, and gender at the cultural level, this intersectionality seldom extends to macro level structures and forces, in part because current notions of causality make such links difficult at low levels of inference. Borrowing on Donmoyer’s notion of preponderance of evidence, we suggest a way to use process causality as a scaffolding for multilevel analysis.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The “parent trigger” has been promoted as a mechanism to increase parents’ empowerment over their local schools and over their children’s education. While superficially appealing to democratic processes by “letting parents decide,” as... more
The “parent trigger” has been promoted as a mechanism to increase parents’ empowerment over their local schools and over their children’s education. While superficially appealing to democratic processes by “letting parents decide,” as evidenced in the recently released movie Won't Back Down, the emphasis of parent trigger advocates is on mounting a campaign to authorize the transfer of authority over schools from public to private governance. Accordingly, because it outsources school governance to Educational Management Organizations who have no obligation to (and often no physical presence in) the community, the parent trigger ultimately thwarts continued, sustained community and parental involvement.
Research Interests:
Join Janelle and 15,598,367 other researchers on Academia.edu
Edit