"Doing What It Takes to Keep the School Open": The Philanthropic Networks of Progressive Charter Schools

Autor/in	Castillo, Elise
Titel	"Doing What It Takes to Keep the School Open": The Philanthropic Networks of Progressive Charter Schools
Quelle	In: Education Policy Analysis Archives, 28 (2020) 121, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Progressive Education; Charter Schools; Private Financial Support; Educational Finance; Equal Education; Institutional Mission; Community Role; Commercialization; Educational Resources; Social Networks; Network Analysis; Educational Policy; Administrator Attitudes; Fund Raising; Parent School Relationship; Advocacy; New York (New York) + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Charter school; Charter-Schule; Private Investition; Bildungsfonds; Bildungsmittel; Social network; Soziales Netzwerk; Netzplantechnik; Politics of education; Bildungspolitik; Fundraising; Spendensammlung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialanwaltschaft
Abstract	Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how three progressive charter schools in New York City mobilized financial support, the extent to which charters' financial supporters operated in a networked context, and the extent to which charters' resource mobilization activities reflected their founding progressive tenets. Findings reveal that the focal charters incorporated market logic when cultivating financial support networks. In doing so, schools endeavored to secure their own resource advantages while reinforcing resource inequities across New York City's unequal educational landscape, hence undermining the equity and community responsibility dimensions of their progressive missions. (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	2024/1/01