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.
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.
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.
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.
