Eroding Inequity: Straddling the Margin of Tolerance

Autor/in	Rorrer, Andrea K.
Titel	Eroding Inequity: Straddling the Margin of Tolerance
Quelle	In: Educational Policy, 20 (2006) 1, S.225-248 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904805285461
Schlagwörter	School Districts; Conflict Resolution; Equal Education; Educational Change; Access to Education; Outcomes of Education; Public Education; Validity; Educational Objectives; Administrators; Politics of Education; Educational Policy + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Conflict solving; Konfliktlösung; Konfliktregelung; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Öffentliche Erziehung; Gültigkeit; Educational objective; Bildungsziel; Erziehungsziel; Educational policy; Bildungspolitik; Politics of education
Abstract	This article explores how districts negotiate the conflict that emerges as they attempt to de-legitimize inequity by prompting institutional and organizational-level changes that create equitable access and outcomes for all children. To this end, this article highlights the contentious nature of this pursuit as well as the intended and unintended consequences of such changes. Specifically, the author addresses how district leaders erode inequity by initiating and addressing instigators for change, altering interpretive schemas, and developing normative understandings. These efforts occur as districts straddle the "margin of tolerance" within a political, social, and economical environment that has not radically shifted its ideas about equity. Consequently, as this discussion illuminates, district efforts must concurrently de-legitimize inequity while legitimizing equitable beliefs, practices, structures, and policies. (Contains 12 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10