Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools

Autor/in	White, Terrenda
Titel	Charter-ing a Different Course: A Critical Policy Framework to Support Black Women in Marketized Cities and Schools
Quelle	In: Theory Into Practice, 59 (2020) 4, S.358-369 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Terrenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2020.1773182
Schlagwörter	Stellungnahme; African American Teachers; Women Faculty; Females; Urban Schools; Charter Schools; Critical Theory; Race; Gender Bias; Racial Bias; Power Structure; Educational Resources; Professional Autonomy; Culturally Relevant Education; Competition; Scores; Tests; Labor Turnover; Commercialization; Public Schools; Teaching Experience; Teaching Conditions + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Kritische Theorie; Rasse; Abstammung; Geschlechterstereotyp; Racial discrimination; Rassismus; Bildungsmittel; Berufsfreiheit; Wettkampf; Examination; Prüfung; Examen; Public school; Öffentliche Schule; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This article features interview excerpts from 10 Black women who worked as educators in marketized cities and schools, including urban charter schools operated by charter management organizations, and independent schools, known as standalone charter schools. Using a critical race policy framework, the article considers the pedagogical implications of race, gender, and power embedded in market policies and which shaped the women's experiences in their schools. Key dilemmas for the women included: limited resources in district schools, lack of autonomy in privately managed charter schools, and difficulties enacting critical and culturally inclusive pedagogy in market settings premised on individual competition and test score production. As several of the women left their charter schools, or the profession altogether, their experiences map onto larger concerns with Black teacher turnover and decline in urban districts embracing marketization of public schools. The article ends with three broad strategies to support Black women in market settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01