Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0006
- Subject:
- Education, History of Education
This chapter uses the school choice trajectories of four different districts to highlight how choice can be used to either promote or undermine school diversity efforts. It also draws upon the ...
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This chapter uses the school choice trajectories of four different districts to highlight how choice can be used to either promote or undermine school diversity efforts. It also draws upon the experiences of other school systems to illustrate how school choice might best in the movement toward educational regionalism.Less
This chapter uses the school choice trajectories of four different districts to highlight how choice can be used to either promote or undermine school diversity efforts. It also draws upon the experiences of other school systems to illustrate how school choice might best in the movement toward educational regionalism.
Janelle Scott and Amy Stuart Wells
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0009
- Subject:
- Sociology, Education
Janelle Scott and Amy Stuart Wells delve into the problems and potential of school choice in either exacerbating or alleviating the opportunity gap. They contend that school choice policies within a ...
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Janelle Scott and Amy Stuart Wells delve into the problems and potential of school choice in either exacerbating or alleviating the opportunity gap. They contend that school choice policies within a test-focused educational system can advance the goal of greater educational equity if those policies are conceptualized and constructed in a manner that acknowledges the structural inequality within which public schools exist today and if they include sensible and powerful provisions to counteract the effects of those inequalities.Currently, however, the vast majority of charter school and school voucher policies do not provide incentives for maintaining diverse schools, despite a significant research base that finds multiple individual educational benefits for students who attend such institutions and for the broader, societal benefits of having citizens who can interact across race and socioeconomic status.Less
Janelle Scott and Amy Stuart Wells delve into the problems and potential of school choice in either exacerbating or alleviating the opportunity gap. They contend that school choice policies within a test-focused educational system can advance the goal of greater educational equity if those policies are conceptualized and constructed in a manner that acknowledges the structural inequality within which public schools exist today and if they include sensible and powerful provisions to counteract the effects of those inequalities.Currently, however, the vast majority of charter school and school voucher policies do not provide incentives for maintaining diverse schools, despite a significant research base that finds multiple individual educational benefits for students who attend such institutions and for the broader, societal benefits of having citizens who can interact across race and socioeconomic status.
Susie Weller
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0007
- Subject:
- Social Work, Children and Families
Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between ...
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Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between families' responses to school choice policies and children's everyday geographies. In so doing, it reflects critically on the spatial connotations of, and tensions between (national) school choice policies and wider drives by the New Labour government to promote (local) cohesion. It is apparent that from parents' and children's perspectives that imagined, aspirational and fearful geographies are implicated in the process of school choice.Less
Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between families' responses to school choice policies and children's everyday geographies. In so doing, it reflects critically on the spatial connotations of, and tensions between (national) school choice policies and wider drives by the New Labour government to promote (local) cohesion. It is apparent that from parents' and children's perspectives that imagined, aspirational and fearful geographies are implicated in the process of school choice.
Kalervo N. Gulson and P. Taylor Webb
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447320074
- eISBN:
- 9781447320098
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447320074.001.0001
- Subject:
- Education, Educational Policy and Politics
Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce ...
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Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce unequal schooling in the first place. Based on a four-year multi-modal study, this book identifies the forces that produced unequal schooling opportunities for Black families in Toronto, Canada, while simultaneously identifying the conditions that generated an Africentric Alternative School for these families and the Black community.
The book identifies how the conditions that created unequal schooling were some of the very conditions that produced educational equity in the form of the school. This includes four preconditions to relay an account of the school’s origin, including biopolitics, neoliberalism, the politics of recognition, and the city and its relationships to ideologies of race and multiculturalism. Each precondition is discussed in a separate chapter and in relation to a significant policy event that precipitated the becoming of the Africentric Alternative School. The book utilises an unique feature by developing a ‘subtext’ that accompanies each chapter, whereby the authors reflect upon the theoretical and methodological choices in each corresponding chapter. The book concludes how this particular analysis of education policy can be used to map constellations of power and force that have a large degree of influence over policy subjects and policy actors, in concerted attempts to identify the important preconditions that shape recurring attempts at racial justice.Less
Attempts at educational equity amount to local activities performed within unequal and disjunctive political forces. As a politics, educational equity is redolent of the conditions that produce unequal schooling in the first place. Based on a four-year multi-modal study, this book identifies the forces that produced unequal schooling opportunities for Black families in Toronto, Canada, while simultaneously identifying the conditions that generated an Africentric Alternative School for these families and the Black community.
The book identifies how the conditions that created unequal schooling were some of the very conditions that produced educational equity in the form of the school. This includes four preconditions to relay an account of the school’s origin, including biopolitics, neoliberalism, the politics of recognition, and the city and its relationships to ideologies of race and multiculturalism. Each precondition is discussed in a separate chapter and in relation to a significant policy event that precipitated the becoming of the Africentric Alternative School. The book utilises an unique feature by developing a ‘subtext’ that accompanies each chapter, whereby the authors reflect upon the theoretical and methodological choices in each corresponding chapter. The book concludes how this particular analysis of education policy can be used to map constellations of power and force that have a large degree of influence over policy subjects and policy actors, in concerted attempts to identify the important preconditions that shape recurring attempts at racial justice.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0008
- Subject:
- Education, History of Education
The afterword of When the Fences Come Down documents a conversation with one of the nation’s leading experts on school desegregation, Dr. Gary Orfield.
The afterword of When the Fences Come Down documents a conversation with one of the nation’s leading experts on school desegregation, Dr. Gary Orfield.
Peter Dunbar and Mike Haridopolos
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780813066127
- eISBN:
- 9780813058337
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813066127.003.0009
- Subject:
- History, American History: 20th Century
The structure of Florida’s government and the state’s public policies have been transformed during the modern two-party era, and the chapter identifies the contributions made by the Republican ...
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The structure of Florida’s government and the state’s public policies have been transformed during the modern two-party era, and the chapter identifies the contributions made by the Republican partisans during that transformation. The chapter includes a narrative of the Republican dogma in areas of public policies, including criminal justice and prison reform; taxation and economic incentives; consumer protection; and environmental reform, including reform for the Florida Everglades. The chapter discusses the policy changes that occurred in bipartisan efforts between Republicans and Democrats; it describes the policy changes in the wake of the Republican majority, including changes in school choice and other areas; and it contrasts the changes from the policies of the one-party, Pork Chop era, to the two-party system.Less
The structure of Florida’s government and the state’s public policies have been transformed during the modern two-party era, and the chapter identifies the contributions made by the Republican partisans during that transformation. The chapter includes a narrative of the Republican dogma in areas of public policies, including criminal justice and prison reform; taxation and economic incentives; consumer protection; and environmental reform, including reform for the Florida Everglades. The chapter discusses the policy changes that occurred in bipartisan efforts between Republicans and Democrats; it describes the policy changes in the wake of the Republican majority, including changes in school choice and other areas; and it contrasts the changes from the policies of the one-party, Pork Chop era, to the two-party system.
Helen E. Lees
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9781447306412
- eISBN:
- 9781447304289
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306412.001.0001
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, ...
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This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, Foucault and Hirschman, and a policy framework for assessing discovery motivations, are offered to contribute to increased understanding of the difference of EHE. An educational philosophy of EHE is developed. “Educationism” is presented as a term describing a widespread form of educational prejudice operating against the marginality of alternatives such as EHE and thorough-going democratic schooling. Empirical data extracts are used from a street survey and from in-depth interviews with adults who have discovered an educational alternative to mainstream schooling attendance. These show surprising insights into the extent to which education is blindly conflated with schooling: finding out that schooling is not the only pathway for education to occur can cause wholesale revelation and personal transformation of the social, political, familial, financial and ethical. The unmet need for parents to have information about alternative educational pathways is highlighted. The ignorance of professionals about EHE difference and a need for greater training is raised. This has wide ranging implications for the concept of education and for the conduct of educational studies around the world. A reconfiguration is suggested of how education is structurally organised: from one field with educational marginalia to multiple equal paradigms of practice. The rise of technology is seen as a key factor in a reconfigured educational studies and increased discovery of EHE as option.Less
This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, Foucault and Hirschman, and a policy framework for assessing discovery motivations, are offered to contribute to increased understanding of the difference of EHE. An educational philosophy of EHE is developed. “Educationism” is presented as a term describing a widespread form of educational prejudice operating against the marginality of alternatives such as EHE and thorough-going democratic schooling. Empirical data extracts are used from a street survey and from in-depth interviews with adults who have discovered an educational alternative to mainstream schooling attendance. These show surprising insights into the extent to which education is blindly conflated with schooling: finding out that schooling is not the only pathway for education to occur can cause wholesale revelation and personal transformation of the social, political, familial, financial and ethical. The unmet need for parents to have information about alternative educational pathways is highlighted. The ignorance of professionals about EHE difference and a need for greater training is raised. This has wide ranging implications for the concept of education and for the conduct of educational studies around the world. A reconfiguration is suggested of how education is structurally organised: from one field with educational marginalia to multiple equal paradigms of practice. The rise of technology is seen as a key factor in a reconfigured educational studies and increased discovery of EHE as option.
Michelle A. Purdy
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469643496
- eISBN:
- 9781469643519
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469643496.003.0006
- Subject:
- History, African-American History
The book concludes by addressing how formal schooling for many African Americans is still an avenue for upward mobility in a U.S. society very much grappling with race and racism. The decisions ...
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The book concludes by addressing how formal schooling for many African Americans is still an avenue for upward mobility in a U.S. society very much grappling with race and racism. The decisions African Americans make about schooling are not simple, and black families struggle with the many variables that affect black students’ academic, social, psychological, and emotional outcomes. As African Americans continue to face dilemmas about schooling options and endure gaps in access to equitable public schools, they sometimes believe that historically white private schools are the better choice for their children. Yet racism and racial matters transcend school type, and many are challenging school cultures, no matter the type of institution, to be more inclusive and diverse.Less
The book concludes by addressing how formal schooling for many African Americans is still an avenue for upward mobility in a U.S. society very much grappling with race and racism. The decisions African Americans make about schooling are not simple, and black families struggle with the many variables that affect black students’ academic, social, psychological, and emotional outcomes. As African Americans continue to face dilemmas about schooling options and endure gaps in access to equitable public schools, they sometimes believe that historically white private schools are the better choice for their children. Yet racism and racial matters transcend school type, and many are challenging school cultures, no matter the type of institution, to be more inclusive and diverse.
Richard Harris and Ron Johnston
- Published in print:
- 2020
- Published Online:
- January 2021
- ISBN:
- 9781529204780
- eISBN:
- 9781529204889
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781529204780.003.0005
- Subject:
- Education, Educational Policy and Politics
The English systems of school choice and allocation may result in greater ethnic segregation between schools than between neighbourhoods. This chapter looks at that proposition and asks to what ...
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The English systems of school choice and allocation may result in greater ethnic segregation between schools than between neighbourhoods. This chapter looks at that proposition and asks to what extent school levels of ethnic segregation reflect neighbourhood ethnic composition, where do they not, and for which types of school are the differences greatest? It makes a simple comparison of the segregation between schools and between neighbourhoods then, acknowledging the limitations of that comparison, employs a more sophisticated analysis to compare the diversity of schools’ intakes with what they would look like under a hypothetical system without choice. In the majority of cases, intakes into schools reflect the neighbourhoods that surround them and are not dissimilar to what would be expected under a neighbourhood-based system of pupil allocation. There is little evidence that the current system of school choice raises ethnic segregation substantially.Less
The English systems of school choice and allocation may result in greater ethnic segregation between schools than between neighbourhoods. This chapter looks at that proposition and asks to what extent school levels of ethnic segregation reflect neighbourhood ethnic composition, where do they not, and for which types of school are the differences greatest? It makes a simple comparison of the segregation between schools and between neighbourhoods then, acknowledging the limitations of that comparison, employs a more sophisticated analysis to compare the diversity of schools’ intakes with what they would look like under a hypothetical system without choice. In the majority of cases, intakes into schools reflect the neighbourhoods that surround them and are not dissimilar to what would be expected under a neighbourhood-based system of pupil allocation. There is little evidence that the current system of school choice raises ethnic segregation substantially.
David J. Armor
- Published in print:
- 1995
- Published Online:
- November 2020
- ISBN:
- 9780195090123
- eISBN:
- 9780197560624
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195090123.003.0009
- Subject:
- Education, Schools Studies
Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies ...
More
Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.
Less
Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.
