Literaturnachweis - Detailanzeige
| Autor/inn/en | Freidus, Alexandra; Turner, Erica O. |
|---|---|
| Titel | Contested Justice: Rethinking Educational Equity through New York City's COVID-19 School Reopening Debates |
| Quelle | In: Educational Evaluation and Policy Analysis, 45 (2023) 3, S.437-463 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Freidus, Alexandra) ORCID (Turner, Erica O.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/01623737221121802 |
| Schlagwörter | Social Justice; Equal Education; Educational Change; School Closing; COVID-19; Pandemics; Persuasive Discourse; Public Education; Educational Policy; Content Analysis; Elementary Secondary Education; Family Attitudes; Teacher Attitudes; Public Opinion; New York (New York) |
| Abstract | This study examines competing justice claims that stakeholders policymakers, district leaders, families, and educators evoked during the 2020 COVID-19 New York City school reopening debates. Drawing on thematic analysis of 300 news and opinion articles, we examine stakeholders' overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed, whom district policies recognize, and who is represented in policymaking. In addition to deepening our understanding of the educational politics of the COVID-19 pandemic--an event with field-changing consequences--our analysis offers researchers and policymakers a more robust basis for advancing equity and conceptualizing just educational policy for multiple stakeholders. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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