Charter schools as postmodern paradox. Rethinking social stratification in an age of deregulated school choice.

Autor/inn/en	Wells, Amy S.; u.a.
Titel	Charter schools as postmodern paradox. Rethinking social stratification in an age of deregulated school choice.
Quelle	In: Harvard educational review, 69 (1999) 2, S. 172-204Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 58
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Empirische Untersuchung; Postmoderne; Schulpolitik; Schule; Schulwahl; Charter School; Geschichte (Histor); Soziale Schicht; Deregulierung; Kalifornien; USA
Abstract	The authors are engaged in a "comprehensive qualitative study of charter schools in ten California school districts. They have emerged from this study with a new understanding of how the implementation of a specific education policy can reflect much broader social changes, including the transformation from modernity to postmodernity. ... This article invites readers to wrestle with the complexity that results when theory meets the day-to-day experiences of people trying to start schools. In their study, the authors examined how people in different social locations define the possibilities for localized social movements, and how they see the potential threat of greater inequality resulting from this reform within and among communities. They started with a framework that questioned how charter schools came into being at this particular time that is characterized by global economic developments and demands for a more deregulated state education system. ... Their purpose was not to definitively state whether or not charter school reform is "working", or whether or not it is leading to greater social stratification across broad categories of race, class, and gender. Rather, the authors focused on understanding how modern identities and post-modern ideologies converge and, thus, for whom charter school reform is "working", under what conditions, and on whose terms. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)