The Politics of Education Policy in an Era of Inequality

Possibilities for Democratic Schooling
 
 
Routledge (Verlag)
  • erschienen am 7. Dezember 2018
  • |
  • 258 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
978-1-317-39791-5 (ISBN)
 

In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, The Politics of Education Policy in an Era of Inequality explores a new vision for leading schools grounded in culturally relevant advocacy and social justice theories. This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role that educational leaders should and can play in education policy and political processes. This book provides a critical perspective and analysis of today's education policy landscape and leadership practice; explores the challenges and opportunities associated with teaching in and leading schools; and examines the structural, political, and cultural interactions among school principals, district leaders, and state and federal policy actors. An important resource for practicing and aspiring leaders, The Politics of Education Policy in an Era of Inequality shares a theoretical framework and strategies for building bridges between education researchers, practitioners, and policymakers.

Sonya Douglass Horsford is Associate Professor of Education Leadership at Columbia University, USA.

Janelle T. Scott is Associate Professor of Education Policy, Politics, and Leadership at the University of California, Berkeley, USA.

Gary L. Anderson is Professor of Educational Leadership at New York University, USA.

Contents

List of Figures, Tables, and Boxes

Series Editor Introduction

Preface

Acknowledgments

Chapter 1 The Politics of Education Policy in an Era of Inequality

Chapter 2 Critical Policy Analysis: Interrogating Process, Politics, and Power

Chapter 3 Public Schools or Private Goods? The Politics of Choice, Markets, and Competition

Chapter 4 National or Special Interests? Federal and State Education Policy and Reform

Chapter 5 School District Governance and Education Leadership: A Shifting Landscape

Chapter 6 Philanthropy, Donors, and Private Influence over Public Education

Chapter 7 The New Professional: Teaching and Leading Under New Public Management

Chapter 8 In Pursuit of Democratic Education

Chapter 9 Building Power: Community Organizing, Student Empowerment, and Public Accountability

Chapter 10 Reclaiming Democracy and the Transformative Power of Education: Possibilities for Democratic Schooling

References

Index

"Conceptually framed by critical policy analysis, this book presents an alternative to traditional education policy and politics texts by focusing on issues of power, voice, democratic participation, and the reproduction of inequality in the policymaking process. As importantly, through the narrative, discussion questions, and real-life case examples, the text lays out how educational leaders can disrupt this policy inequality at multiple levels...I am grateful all education preparation programs will have access to this text for their leadership and policy courses to further develop leaders for equity who truly make a difference."
from the Series Editor Introduction by Colleen A. Capper, Professor, Educational Leadership and Policy Analysis, University of Wisconsin-Madison
 

"Conceptually framed by critical policy analysis, this book presents an alternative to traditional education policy and politics texts by focusing on issues of power, voice, democratic participation, and the reproduction of inequality in the policymaking process. As importantly, through the narrative, discussion questions, and real-life case examples, the text lays out how educational leaders can disrupt this policy inequality at multiple levels...I am grateful all education preparation programs will have access to this text for their leadership and policy courses to further develop leaders for equity who truly make a difference."
<i>from the Series Editor Introduction by Colleen A. Capper, Professor, Educational Leadership and Policy Analysis, University of Wisconsin-Madison</i>

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