Reframing Due Process and Institutional Inertia: A Case Study of an Urban School District

Autor/inn/en	Olivos, Edward M.; Ochoa, Alberto M.
Titel	Reframing Due Process and Institutional Inertia: A Case Study of an Urban School District
Quelle	In: Equity & Excellence in Education, 41 (2008) 3, S.279-292 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Urban Schools; Civil Rights; Second Language Learning; Educational Change; School Personnel; English (Second Language); Bilingual Education; Bilingualism; School Districts; School Role; Hispanic American Students; Educational Policy; Activism; Parents; Spanish Speaking; Politics of Education + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bürgerrechte; Grundrechte; Zivilrecht; Zweitsprachenerwerb; Bildungsreform; Schulpersonal; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; School district; Schulbezirk; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Aktivismus; Politischer Protest; Eltern; Educational policy
Abstract	This article recounts a community's struggle for access to biliteracy in one of the largest urban school districts in the country. The authors examine the roles school personnel assume, the symbols they employ, and the scripts they follow in their efforts to deny English Learners (ELs) access to quality programs and due process of rights. At a deeper level, the authors highlight the impact institutional inertia plays, within the backdrop of an educational reform movement, in thwarting the educational choices of ELs and their parents' rights to make pedagogical decisions on their behalf. (Contains 6 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10