Forces for Failure and Genocide: The Plantation Model of Urban Educational Policy Making in St. Louis

Autor/in	Jones, Bruce Anthony
Titel	Forces for Failure and Genocide: The Plantation Model of Urban Educational Policy Making in St. Louis
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 37 (2005) 1, S.2-24 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1207/s15326993es3701_3
Schlagwörter	Educational Change; African American Children; School Restructuring; School Districts; Principals; Race; Educational Policy; Decision Making; Urban Areas; Well Being; Politics of Education; Missouri + Suchen Sie Ihr Suchwort? Bildungsreform; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Schulreformplan; Schulumwandlung; School district; Schulbezirk; Principal; Schulleiter; Rasse; Abstammung; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Urban area; Stadtregion; Well-being; Wellness; Wohlbefinden; Educational policy
Abstract	This article is about policy decision making and racial politics in the St. Louis, Missouri, school district. From a research standpoint, traditional policymaking models are inadequate for explaining the evolution of school reform events in St. Louis over the past year. Teachers, principals, school staff, and parents perceive themselves to be under siege by an external corporate entity. Within a 4-week period, this corporate entity shut down 16 schools (14 were in the predominantly northside African American neighborhoods); laid off teachers and principals, terminated maintenance, security, and food service staff; and outsourced whole service divisions. One high-performing African American school was shut down and sold to St. Louis University so that the university could bulldoze the school to build a basketball stadium. According to one parent interviewee, "We did not know what hit us." Table top theory and the plantation model of policy design, development, and implementation are used as conceptual and practical guides to detail the corporate takeover reform experiment in the St. Louis school district. This study demonstrates that policy practices that are detrimental to the well-being of African American children continue to plague African American communities. New methods for understanding why these policy practices continue require extensive discussion and a critical need for changing the way the powers that be interface with African American interests. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10