From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina

Autor/inn/en	Thompson Dorsey, Dana N.; Roulhac, Gwen D.
Titel	From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina
Quelle	In: Peabody Journal of Education, 94 (2019) 4, S.420-441 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1648953
Schlagwörter	School Desegregation; Privatization; School Choice; Educational Opportunities; Critical Theory; Race; Desegregation Litigation; Educational Policy; Policy Analysis; Laws; Equal Education; School Resegregation; Compliance (Legal); Educational Change; Resistance to Change; Whites; Civil Rights Legislation; Educational Vouchers; State Policy; North Carolina + Suchen Sie Ihr Suchwort? Integrative Schule; Privatisation; Privatisierung; Choice of school; Schulwahl; Bildungsangebot; Bildungschance; Kritische Theorie; Rasse; Abstammung; Politics of education; Bildungspolitik; Politikfeldanalyse; Law; Recht; Bildungsreform; White; Weißer; Private law; Bürgerliches Recht; Educational voucher; Bildungsgutschein
Abstract	School choice policies and the movement to privatize education have become the currently preferred school reform methods on both the state and federal levels under the guise they will provide equal educational opportunities and access for all students. The 1954 school desegregation decision in "Brown v. Board of Education" arguably paved the way for equal educational opportunities, including school choice; however, we contend that the present-day school choice and privatization movements may be a part of a larger social, political, and legal cycle of inequality that has established residence in the American educational system for more than a century. We conduct a critical race theory policy analysis using a framework that has been effective in previous work with examining cyclical inequalities, the convergence-divergence-reclamation cycle (or C-D-R cycle). In this article, we are focusing our analysis on the state of North Carolina due to its complex legal and political history with school desegregation and its recent support for various school choice options and privatizing public education. We assert that the push for school choice and privatizing public education in North Carolina demonstrates a broader, recurring problem in American public schools--creating progressive education laws and policies appearing to promote educational equity and opportunity and then regressing to policies supporting White privilege while maintaining the status quo of inequitable educational opportunities for historically underserved and minoritized students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01