The Irony of Rigor: 'No-Excuses' Charter Schools at the Intersections of Race and Disability

Autor/inn/en	Waitoller, Federico R.; Nguyen, Nicole; Super, Gia
Titel	The Irony of Rigor: 'No-Excuses' Charter Schools at the Intersections of Race and Disability
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 3, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1576939
Schlagwörter	Charter Schools; School Policy; Discipline Policy; Minority Group Students; Poverty; African Americans; Hispanic Americans; Students with Disabilities; Parent Role; Parent School Relationship; Conflict; Racial Bias; Social Bias; Access to Education; At Risk Students; Neoliberalism; Educational Quality; Difficulty Level; Public Schools; Urban Schools; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulpolitik; Disziplinarmaßnahme; Armut; Afroamerikaner; Hispanic; Hispanoamerikaner; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Konflikt; Racial discrimination; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Neo-liberalism; Neoliberalismus; Quality of education; Bildungsqualität; Schwierigkeitsgrad; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Across the United States, the 'no-excuses' charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students' social differences. Drawing from a yearlong qualitative research study, we examine interviews with Black and Latinx parents who experienced conflict with charter schools and the school lawyers, along with school artifacts we gathered such as parent handbooks and website information. We found parents experienced what we refer to as the 'irony of rigor:' the contradictory double-movement through which students of color with disabilities desired inclusion into 'rigorous' charter schools which then excluded them using 'rigor' as a central feature of student pushout practices. We present the irony of rigor in three interrelated acts: Act I: the lure of rigor (i.e. what drew parents to charter schools); Act II: the body meets rigor (i.e. how schools disciplined and managed student differences); and Act III: the consequences of rigor (i.e., what happened to students and parents while and after experiencing rigorous practices). We contextualize the irony of rigor within the relationship between disability, race, and neoliberalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01