The Visible Hand: Markets, Politics, and Regulation in Post-Katrina New Orleans

Autor/in	Jabbar, Huriya
Titel	The Visible Hand: Markets, Politics, and Regulation in Post-Katrina New Orleans
Quelle	In: Harvard Educational Review, 86 (2016) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
DOI	10.17763/0017-8055.86.1.1
Schlagwörter	Natural Disasters; Incentives; Competition; School Choice; Educational Administration; Business; Educational Policy; Comparative Analysis; Governance; Administrator Attitudes; School Districts; Educational Change; Equal Education; Elementary Secondary Education; Privatization; Economics; Case Studies; Mixed Methods Research; Semi Structured Interviews; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Anreiz; Wettkampf; Choice of school; Schulwahl; Bildungsverwaltung; Schuladministration; Schulverwaltung; Business studies; Wirtschaft; Betriebswirtschaft; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; School district; Schulbezirk; Bildungsreform; Privatisation; Privatisierung; Volkswirtschaftslehre; Case study; Fallstudie; Case Study
Abstract	In this article Huriya Jabbar examines how the regulatory environment in post-Hurricane Katrina New Orleans has influenced choice, incentives, and competition among schools. While previous research has highlighted the mechanisms of competition and individual choice--the "invisible hand"--and the creation of markets in education, Jabbar focuses here on how markets, especially those in education, are also governed by the "visible" hand of the government, which, through regulations and policies, influences how they operate and the outcomes they generate. She compares two governing agencies to examine how the different policy environments in New Orleans shaped school leaders' perceptions of competition and their behavioral responses to it. Her findings indicate that governing agencies constrain or enable school leaders' ability to respond to market pressures, sometimes mitigating and other times exacerbating inequities in the marketplace. These findings can inform other school districts across the United States as they adopt market-based reforms, providing directions for ensuring that such policies are equitable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01