The Complex Web of Inequality in North American Schools: Investigating Educational Policies for Social Justice. Routledge Research in Education

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Sonst. Personen	Conchas, Gilberto Q. (Hrsg.); Hinga, Briana M. (Hrsg.); Abad, Miguel N. (Hrsg.); Gutierrez, Kris D. (Hrsg.)
Titel	The Complex Web of Inequality in North American Schools: Investigating Educational Policies for Social Justice. Routledge Research in Education
Quelle	(2019), (232 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1380-4853-9
Schlagwörter	Foreign Countries; Equal Education; Educational Change; Social Justice; Educational Policy; At Risk Students; Minority Group Students; English Language Learners; American Indian Education; Racial Integration; Educational History; School Choice; Achievement Gap; Access to Computers; Disadvantaged Youth; Low Income Students; Commercialization; Charter Schools; School Turnaround; Urban Schools; Educational Legislation; Federal Legislation; Special Education; Students with Disabilities; North America + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Rassenintegration; History of education; Bildungsgeschichte; Choice of school; Schulwahl; Benachteiligter Jugendlicher; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Nordamerika
Abstract	"The Complex Web of Inequality in North American Schools" analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice. This edited collection carefully interrogates how technocratic educational policies and reforms are often unequipped to address the interplay of political, social, economic, ideological factors that are at the roots of educational injustice. Considering the most vulnerable student populations, original case studies explore how inadequate structures, practices, and beliefs have increased marginalization, and highlight those instances in which policy has proved effective in reducing opportunity gaps between economically rich and poor students; between white, Asian, Black and Latino youth; between native English speakers and second language learners; highlighting racial integration and unequal American Indian education; and for students with special educational needs. The insights into such policies shed light on the complex web of historically embedded inequities that continue to shape the construction, roll-out, and consequences of education policy for the most marginalized youth populations today. This volume will be of interest to graduate, and postgraduate students, researchers and academics in the fields of education policy, sociology of education, economics of education, and history of education, and well as policy evaluation. Chapters in the book include: (1) Ambitious Imaginations and Education Policy: Swimming Upstream and Unsettling Neoliberal Enclosures; (2) "How Long Do We Have to Wait?: Examining School Choice, Selective Enrollment Schools, and the Reproduction of Racial Inequality in a Southern Community (Sophia Rodriguez, David Bonezzi, and Kyra Koehler); (3) Education for What and Whom?: The Paradoxical Nature of an Upward Bound Program (Kevin Clay); (4) Turnaround, Mayoral Control, Minoritized Communities and Dirty Water: School Reform in an Urban District in Connecticut (James Wright); (5) The Influence of School Turnaround Leadership: An American Indian School District Case Study (Jameson D. Lopez and Evelyn C. Baca); (6) (Dis)connected: Youth Peer Culture During a Racial/Ethnic Integration Reform (Ana Lilia Campos-Manzo, Grace Hall, Luis Enrique Ramos, and Christina Ignatiadis); (7) Unfinished Bridges Over the Digital Divide: Engagement and Equity in 1:1 Technology (Stacy Gherardi); (8) Policy Goes to School: How Free Market Approach to Charter Schools Has Failed the Minority Students Who Were Intended to Benefit the Most (Brittany Larkin and Carlee Escue Simon); (9) When Achievement Gaps are Acceptable: School-Level Data Practices and Subgroup Accountability Pressure in Economically and Racially Segregated Schools (Rachel Garver); (10) The Individuals with Disabilities Education Act: The Further Marginalization of Racially and Ethnically Diverse Students for More Than 40 Years (Jennifer M. McKenzie and Ambra L. Green); (11) Civil Rights Remedies and Persistent Inequities: The Case of Racial Disproportionality in Special Education (Catherine Kramarczuk Voulgarides); (12) "PAAP Season": A New Rationale for Segregating Students with Significant Cognitive Disabilities (Maria Timberlake); and (13) Theories from Below: Imagining Policy-Making and Policy-Analysis Beyond "Achievement" Paradigms (Socorro Cambero, Miguel N. Abad, Briana M. Hinga, and Gilberto Q. Conchas). (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01