Urban Education Reform in Wicked Times: The Limits and Possibilities of Building Civic Capacity in Detroit

Autor/in	Kang, Leanne
Titel	Urban Education Reform in Wicked Times: The Limits and Possibilities of Building Civic Capacity in Detroit
Quelle	In: Education Policy Analysis Archives, 31 (2023) 25, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kang, Leanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Urban Education; Educational Change; Urban Schools; School Districts; Capacity Building; Civics; Educational Legislation; Politics of Education; Public Schools; Networks; Governance; School Choice; Leadership Styles; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Staatsbürgerkunde; Bildungsrecht; Schulgesetz; Educational policy; Bildungspolitik; Public school; Öffentliche Schule; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Choice of school; Schulwahl; Führungsstil
Abstract	After decades of market-based education reforms, the landscape of urban school districts across the country have been transformed. Yet, this is neither a sign of the effectiveness of such reforms nor a widespread consensus over the contents and form of urban schooling. Education reform remains a wicked problem, particularly along racial lines, making it nearly impossible to build broad-based coalitions around the actual improvement of teaching and learning. Thus, this article seeks to address this matter as a political problem. I do so by examining a case study in Detroit, a one-year period (2015-2016) in which two education regimes emerge to fight for their version of public schooling in the final legislation for a new school district. Using Page's (2016) "strategic framework for building civic capacity," I compare the regimes' leadership strategies and find different levels of engagement with building civic capacity. However, higher levels of engagement did not necessarily yield the desired policy outcome. I conclude by discussing the limits of building civic capacity when local control itself has been gutted by decades of market-based reform and how future strategic frameworks need to consider changes in the urban political economy as barriers to building civic capacity. (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: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01