{"title":"Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates","authors":"Alexandra Freidus, Erica O. Turner","doi":"10.3102/01623737221121802","DOIUrl":null,"url":null,"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Evaluation and Policy Analysis","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/01623737221121802","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
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.
期刊介绍：
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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