The Politics of Education in the Post-"Brown" Era: Race, Markets, and the Struggle for Equitable Schooling

Autor/inn/en	Scott, Janelle; Quinn, Rand
Titel	The Politics of Education in the Post-"Brown" Era: Race, Markets, and the Struggle for Equitable Schooling
Quelle	In: Educational Administration Quarterly, 50 (2014) 5, S.749-763 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X14551983
Schlagwörter	Politics of Education; Educational History; United States History; School Desegregation; Educational Policy; Educational Change; School Choice; High Stakes Tests; Federal Legislation; Educational Legislation; Accountability; Educational Opportunities; Equal Education; Race; Urban Schools; School Districts; Social Justice; Court Litigation; Desegregation Litigation; California; Pennsylvania + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; History of education; Bildungsgeschichte; Integrative Schule; Politics of education; Bildungsreform; Choice of school; Schulwahl; Bundesrecht; Bildungsrecht; Schulgesetz; Verantwortung; Bildungsangebot; Bildungschance; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Soziale Gerechtigkeit; Rechtsstreit; Kalifornien
Abstract	Purpose: In this essay, we examine the racial politics of education in the six decades after "Brown". We consider the state of educational policy in an era in which market reform advocates often invoke the spirit of the "Brown" decision even as the Supreme Court has largely vacated the legal framework provided by "Brown" to desegregate schools. Background: Educational policy post-"Brown" has focused largely on expanding market reforms such as school choice, high-stakes testing, and federal and state accountability mechanisms in lieu of the radical shifts in the distribution of educational opportunities for which "Brown" called. Setting: We discuss these market-oriented trends in San Francisco and Philadelphia. Findings: While many of these interventions have contributed to the growing racial, linguistic, and socioeconomic segregation in public education, efforts to realize more just and democratic schooling persist in these same urban school districts. Conclusion: We conclude with a call to educational leaders to partner with local communities to revive "Brown's" promise for more just, diverse, and equitable schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10