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"Politics of Education"
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How Paradigms Create Politics: The Transformation of American Educational Policy, 1980—2001
American educational policy was rapidly transformed between 1980 and 2001. Accountability was introduced into a sphere that had long been loosely coupled, both major political parties reevaluated longstanding positions, and significant institutional control over the schooling shifted to the federal government for the first time in the nation's history. These changes cannot be explained by conventional theories such as interest groups, rational choice, and historical institutionalism. Drawing on extensive archival research and more than 80 interviews, this article argues that this transformation can be explained by a changed policy paradigm which restructured the political landscape around education reform. More generally, while previous scholars have observed that \"policies create politics,\" it should also be recognized that \"paradigms create politics.\"
Journal Article
American Indian/First Nations schooling : from the Colonial period to the present
\"Tracing the history of Native American schooling in North America, this book emphasizes factors in society at large--and sometimes within indigenous communities--which led to Native American children being separate from the white majority. Charles Glenn examines the evolving assumptions about race and culture as applied to schooling, the reactions of parents and tribal leadership in the United States and Canada, and the symbolic as well as practical role of indigenous languages and of efforts to maintain them\"-- Provided by publisher.
Book
How the Sausage is Made: An Examination of a State Funding Model Design Process
Extant research neglects to examine how policymakers make decisions regarding funding allocations to higher education institutions. This case study analyzed the policy process surrounding the development of one model for funding higher education in Colorado. The study is anchored in a theory of policy design, which considers how groups targeted by a policy are socially constructed, as well as their levels of political power. Drawing on interviews with 19 policy actors involved in funding-model development and 144 documents, findings reveal that institutions' levels of political power are critical, but not deterministic, in explaining allocations under the new model. Access institutions benefited most from the state's new funding model, primarily due to one policy entrepreneur's interest in linking funding more tightly to higher education institutions' enrollments. Research institutions used their political power to repel burdens that would have been imposed through the funding-model bill. Finally, racial/ethnic minority students were ultimately denied explicit funding benefits. This outcome resulted from legislators' overt efforts to avoid addressing race in this policy process. This study contributes to literature on higher education finance, policy, and politics by illuminating how target groups' political power and social constructions influence decisions surrounding state funding for public colleges and universities.
Journal Article
Schooling Jim Crow : the fight for Atlanta's Booker T. Washington High School and the roots of Black protest politics
\"This book describes how the early NAACP successfully organized a voting bloc in 1920s Atlanta powerful enough to force the city to build its first publicly funded Black high school\"--Provided by publisher.
Book
Recognizing the Political in Implementation Research
The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy's political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS.
Journal Article
Paulo Freire and Philosophy for Children: A Critical Dialogue
This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children (P4C), Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time and why Freire’s understanding of the politics of education makes it impossible to be Freirean and at the same time be neutral or favorable to the actual status quo. Finally, after presenting Lipman’s understanding of the relationship between philosophy, education and democracy and their connection to capitalism, it proposes ways to begin the political path of philosophizing with children inspired by Paulo Freire’s educational thinking. As a result, a more politically committed path to doing philosophy with children is offered.
Journal Article
Between citizens and the state
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook
Democratic Education: A Theoretical Review (2006–2017)
This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed journals between 2006 and 2017 are discursively analyzed. Democratic education functions as a privileged nodal point of different political discourses. Two discourses against (elitist and neoliberal) and six discourses pro democratic education (liberal, deliberative, multiculturalist, participatory, critical, and agonistic) construct its meaning. It is argued that the different versions of democratic education respond to various (a) ontological and epistemological assumptions, (b) normative approaches to democracy, and (c) conceptions of the relationship between education and politics. For educational policy, the review provides a critique of elitist and neoliberal policies and support for participatory decision making across discourses. Recommendations for educational practice are made by identifying pedagogies across democratic education scholarship as well as specific pedagogies for each discourse.
Journal Article