"Community Aware" Education Policy: Enhancing Individual and Community Vitality

Autor/inn/en	Casto, Hope; McGrath, Brian; Sipple, John W.; Todd, Liz
Titel	"Community Aware" Education Policy: Enhancing Individual and Community Vitality
Quelle	In: Education Policy Analysis Archives, 24 (2016) 50, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Educational Policy; Community Development; Policy Analysis; Policy Formation; Well Being; Case Studies; Preschool Education; Social Support Groups; Foreign Countries; Primary Education; Rural Schools; Equal Education; Comparative Education; Educational Improvement; Sustainable Development; Educational History; Needs Assessment; Student Needs; Models; New York; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Community; Development; Entwicklung; Politikfeldanalyse; Politische Betätigung; Well-being; Wellness; Wohlbefinden; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; Social support; Soziale Unterstützung; Ausland; Primarbereich; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Vergleichende Erziehungswissenschaft; Teaching improvement; Unterrichtsentwicklung; Nachhaltige Entwicklung; History of education; Bildungsgeschichte; Bedarfsermittlung; Analogiemodell
Abstract	This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean's (2012) conception of human need that is thick (i.e., accounts for a relational context), rather than relying solely on a thin conception (i.e., instrumental view with an individualistic focus). It is our contention that contemporary policy initiatives can be better designed and implemented so that individual and professional goals are attained while family and community well-being are enhanced. Using literature from the field of community development highlighting social support concepts, we "thicken" the concept of social policy to arrive at our theory of community-aware education policy. This theory is then applied to two cases in different national policy contexts: universal pre-kindergarten in New York State (US) and full-service schools in England (UK). Ultimately, we argue for a thick approach to need that results in the provision of a range of services and activities to serve children in schools better, and also the communities in which they reside. (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