"Drenched in the Past:" the Evolution of Market-Oriented Reforms in New Orleans

Autor/in	Jabbar, Huriya
Titel	"Drenched in the Past:" the Evolution of Market-Oriented Reforms in New Orleans
Quelle	In: Journal of Education Policy, 30 (2015) 6, S.751-772 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1047409
Schlagwörter	Educational Change; Charter Schools; Educational History; Natural Disasters; Racial Attitudes; Political Influences; Educational Administration; Politics of Education; Educational Policy; Academic Achievement; Policy Analysis; Social Differences; Equal Education; African American Students; State Government; School Districts; Louisiana + Suchen Sie Ihr Suchwort? Bildungsreform; Charter school; Charter-Schule; History of education; Bildungsgeschichte; Natural disaster; Naturkatastrophe; Rassenfrage; Political influence; Politischer Einfluss; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational policy; Bildungspolitik; Politics of education; Schulleistung; Politikfeldanalyse; Sozialer Unterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bund-Länder-Beziehung; School district; Schulbezirk
Abstract	As the city with the largest charter-school market share in the United States, New Orleans, Louisiana exemplifies market-oriented models in education. For a city that is so "drenched in the past," the reform movement in New Orleans typically neglects historical context, often dismissing the education system pre-Katrina as simply corrupt and dysfunctional. This is an incomplete story. While national narratives and news media tend to downplay these features, there is no local consensus on the reforms. There is mistrust on both sides of the debate, and a growing opposition movement, which arises from decades of racial and political struggles, corrupt public officials, and previous experiences with the state exerting power over locally elected school boards, which disenfranchised African-Americans in New Orleans in particular. Although the new, post-Katrina educational system significantly altered political dynamics, it has not eradicated politics altogether. In this paper, I conduct a policy history of education reforms in New Orleans, connecting the historical and political context to current reform efforts. As researchers evaluate the effectiveness of the new reforms in terms of student achievement, it is important also to examine their impacts on communities and the democratic control of schools, as well as how they reproduce or break from historical patterns of political struggle and inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01