Democracy Thwarted or Democracy at Work? Local Public Engagement and the New Education Policy Landscape

Autor/inn/en	Cohen, Jody; Martino Golden, Marissa; Quinn, Rand; Simon, Elaine
Titel	Democracy Thwarted or Democracy at Work? Local Public Engagement and the New Education Policy Landscape
Quelle	In: American Journal of Education, 124 (2018) 4, S.411-443 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Educational Change; Educational Policy; Policy Formation; Centralization; School Choice; Urban Schools; Politics of Education; Community Organizations; Adoption (Ideas); Community Education; Educational Objectives; Social Action; Equal Education; Community Involvement; Political Candidates; Participative Decision Making; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Politische Betätigung; Centralisation; Zentralisierung; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational policy; Ideas; Ideenfindung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Educational objective; Bildungsziel; Erziehungsziel; Soziales Handeln
Abstract	In recent decades, changes to the education policy landscape have made local public engagement more difficult. Among these changes are increased centralization of policy making, the rise of school choice, and mayoral and state takeovers of urban school districts. Philadelphia is at the vanguard of these changes. We discuss how community-based organizations in Philadelphia responded to the challenges of this new landscape by adapting their tactics and strategies. Adaptations include reconceptualizing targets, identifying new targets, retooling premises and strategies for building coalitions, cultivating new constituencies, entwining community education with community-based action, and making equity and community engagement central to the platforms of candidates for elective office. The study broadens our understanding of how organizations seek a voice in education decision making. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01