Oppressive Staff Dynamics at an Intentionally Diverse Urban Charter School

Autor/in	Singer, Jeremy
Titel	Oppressive Staff Dynamics at an Intentionally Diverse Urban Charter School
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 56 (2020) 3, S.248-268 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singer, Jeremy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2020.1745807
Schlagwörter	Group Dynamics; Diversity; Urban Schools; Charter Schools; Teacher Attitudes; Females; Psychological Patterns; Work Environment; Social Justice; Teacher Administrator Relationship; Neoliberalism; Racial Bias; Activism; Educational Administration; Elementary Schools; Educational Change; Reputation + Suchen Sie Ihr Suchwort? Gruppendynamik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Lehrerverhalten; Weibliches Geschlecht; Arbeitsmilieu; Soziale Gerechtigkeit; Neo-liberalism; Neoliberalismus; Racial discrimination; Rassismus; Aktivismus; Politischer Protest; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elementary school; Grundschule; Volksschule; Bildungsreform
Abstract	City Preparatory Academy (CPA) is a charter school in a midwestern city that intentionally serves a racially and socioeconomically diverse student population. This exploratory research began as an attempt to document growing concerns and disaffection shared by four staff members at CPA. These four women increasingly convened to discuss workplace hostility and issues of justice and equity, hoping to challenge some of the school's policies and practices. As they sought to promote changes, they faced oppressive dynamics that they attributed to the perspectives, dispositions, and practices of school leadership. This paper describes how particular institutional logics and interpersonal dynamics--shaped by neoliberalism, managerialism, class, and race--gave rise to a kind of non-generative politics that obstructed their efforts and ultimately disaffected them from the school. While the study is primarily an exploration of the context of this particular school, it highlights the need for a critical institutional perspective that situates schools within their sociopolitical context and connects organizational structures, routines, and culture with the beliefs and behaviors of school leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01