Making the Visible Invisible: Willful Ignorance of Poverty and Social Inequalities in the Research-Policy Nexus

Autor/inn/en	Powers, Jeanne M.; Fischman, Gustavo E.; Berliner, David C.
Titel	Making the Visible Invisible: Willful Ignorance of Poverty and Social Inequalities in the Research-Policy Nexus
Quelle	In: Review of Research in Education, 40 (2016) 1, S.744-776 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Poverty; Social Bias; Equal Education; Educational History; Educational Research; Academic Achievement; Correlation; Scientific Methodology; Human Capital; Reports; Political Issues + Suchen Sie Ihr Suchwort? Armut; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Schulleistung; Korrelation; Humankapital; Abschlussbericht; Berichten; Politischer Faktor
Abstract	The year 2016 marks the 100th anniversary of the American Educational Research Association and the 50th anniversary of the publication of "Equality of Educational Opportunity," known as the "Coleman Report." These key moments in the field's history ushered in important paradigm shifts in the practice of education research; in how the relationships among poverty, inequality, and schooling were understood; and in the research-policy nexus. This conceptual synthesis of the history of education research in the United States is focused on poverty knowledge in both periods. The authors trace the rise of education as a field of study, the place of poverty in the emergent science of education, and the extent to which leading researchers have acknowledged, analyzed, or contested poverty. The "Coleman Report" advanced a new paradigm for analysis while being firmly rooted in earlier traditions. Coleman's analytical approach has become common sense in educational policymaking in the form of the accountability movement. The report's fundamental insights about the relationship between poverty and student achievement too often remain unacknowledged by U.S. policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01