Seeing through Transparency in Education Reform: Illuminating the "Local"

Autor/inn/en	Koyama, Jill; Kania, Brian
Titel	Seeing through Transparency in Education Reform: Illuminating the "Local"
Quelle	In: Education Policy Analysis Archives, 24 (2016) 91, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Educational Change; Accountability; Community Organizations; School Administration; State Agencies; Ethnography; Agency Cooperation; Policy Analysis; Politics of Education; Social Networks; Discourse Analysis; Interviews; Observation; Evidence; Advocacy; Change Agents; Expertise; Educational Administration; New York + Suchen Sie Ihr Suchwort? Bildungsreform; Verantwortung; Öffentliche Einrichtung; Ethnografie; Politikfeldanalyse; Educational policy; Bildungspolitik; Social network; Soziales Netzwerk; Diskursanalyse; Interviewing; Interviewtechnik; Beobachtung; Evidenz; Sozialanwaltschaft; Expert appraisal; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Utilizing "assemblage," a notion associated with Actor-Network Theory (ANT), we explore what discourses of transparency can, and cannot, accomplish in a network of education reform that includes schools, government agencies, and community organizations. Drawing on data collected between July 2011 and March 2013 in an ethnographically-informed case study, we interrogate the ways in which notions of transparency illuminate, and also conceal, information, as well as reveal how they reorder power dynamics and relationships, impacting what it legitimized as reform in a city in Western New York. We problematize the linkages between the political conditions in which mandatory transparency and accountability in schooling become connected to voluntary transparency in local education reform, and we examine the investment made by schools and reform organizations in using transparency as a proxy for meeting accountability demands and establishing education expertise. The findings show that discourses and enactments of transparency can be effective in drawing targeted and repeated attention to select things, such as funding inequities. However, such discourses can also be utilized to obscure other issues, such as persistent disparities in academic achievement by race. When used synonymously with accountability, transparency can, and is, incorrectly positioned as an education solution. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01