Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context

Autor/in	Nygreen, Kysa
Titel	Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context
Quelle	In: Equity & Excellence in Education, 49 (2016) 2, S.202-214 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1144832
Schlagwörter	Equal Education; Parent Participation; Activism; Educational Change; Resistance to Change; Neoliberalism; Poverty Areas; Urban Schools; School Districts; Ethnography; Field Studies; Hispanic Americans; Immigrants; Social Justice; Social Theories; Models; Self Determination; Parent School Relationship; Power Structure + Suchen Sie Ihr Suchwort? Elternmitwirkung; Aktivismus; Politischer Protest; Bildungsreform; Neo-liberalism; Neoliberalismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Ethnografie; Praxisforschung; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Soziale Gerechtigkeit; Gesellschaftstheorie; Analogiemodell; Selbstbestimmung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity. It identifies three pillars of their approach--a social theory, a theory of change, and a theory of knowledge--and argues that these were not reducible to a set of practices or methods; rather, they constituted a coherent paradigm of educational justice. This paradigm differs in significant ways from the neoliberal justice paradigm that currently dominates education reform and policy. By examining points of tension between these two competing paradigms, this article seeks to accomplish two aims. First, it aims to deepen our understanding of how underlying paradigms of educational justice shape the work of educating, organizing, and reforming schools. Second, it aims to expose the cultural specificity, or non-universality, of the neoliberal paradigm in order to challenge its hegemonic status in education reform and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01