Background/Context: Scholars and practitioners continue to work to identify ways to change structural conditions, school-level policy, and stakeholder mindsets to support minoritized youth in advanced coursework. Open access policies, in which students do not need a previous teacher’s approval or a prerequisite grade to enroll in an advanced offering, that are coupled with teacher training and student support are one positive direction. However, it is critical to consider whether open access policies are truly “open” and how students are placed in different levels of coursework. Purpose/Objective/Research Question or Focus of Study: The purpose of this article is to examine how key stakeholders, including students, counselors, and principals, understand and act on district initiatives in course placement decisions. Research questions are: (1) How do different stakeholders view their own role, and other stakeholders’ role, in determining who should be enrolled in more advanced coursework? (2) In what ways do different stakeholders understand educational equity in relation to the course placement process? (3) How are students’ reported experiences with course scheduling consistent with or in conflict with the practices and values reported by school administrators and counselors? Research Design: The district at the heart of this study was chosen because of its 10-year-long commitment to reducing barriers to advanced coursework, and implementation of many of the strategies identified as promising by prior research. We utilized a concurrent mixed-methods design involving interviews with principals and counselors and surveys of students, given that both quantitative and qualitative data provide partial perspectives on our research questions. Social reproduction theory served as an explanatory tool, as we considered how different stakeholders understood the idea of “choice” in students’ course-selection process. We looked specifically to ways that the district continues to classify students and contributes to the reproduction of ideas about who is “smart” and “worthy,” and who is not. Conclusions/Recommendations: To address the identified difficulties in reversing race- and class-based inequities in student course-taking, we outlined a set of comprehensive recommendations for policy and practice, at both the school and district level, and the teacher and leader preparation level. In part, these aim to address the variation that existed across the district, in terms of both mindset and policy implementation. Of note, technical solutions are not sufficient for equity-focused reforms, especially with socially constructed concepts such as “interest” and socially constrained pathways of “choice.”
{"title":"Determining Who Is Worthy: Stakeholder Perspectives on a District’s De-Leveling Initiatives","authors":"Rachel Roegman, Rebecca Hinze-Pifer, Nathan Tanner, Danté Studamire, Faith Thompson","doi":"10.1177/01614681231162140","DOIUrl":"https://doi.org/10.1177/01614681231162140","url":null,"abstract":"Background/Context: Scholars and practitioners continue to work to identify ways to change structural conditions, school-level policy, and stakeholder mindsets to support minoritized youth in advanced coursework. Open access policies, in which students do not need a previous teacher’s approval or a prerequisite grade to enroll in an advanced offering, that are coupled with teacher training and student support are one positive direction. However, it is critical to consider whether open access policies are truly “open” and how students are placed in different levels of coursework. Purpose/Objective/Research Question or Focus of Study: The purpose of this article is to examine how key stakeholders, including students, counselors, and principals, understand and act on district initiatives in course placement decisions. Research questions are: (1) How do different stakeholders view their own role, and other stakeholders’ role, in determining who should be enrolled in more advanced coursework? (2) In what ways do different stakeholders understand educational equity in relation to the course placement process? (3) How are students’ reported experiences with course scheduling consistent with or in conflict with the practices and values reported by school administrators and counselors? Research Design: The district at the heart of this study was chosen because of its 10-year-long commitment to reducing barriers to advanced coursework, and implementation of many of the strategies identified as promising by prior research. We utilized a concurrent mixed-methods design involving interviews with principals and counselors and surveys of students, given that both quantitative and qualitative data provide partial perspectives on our research questions. Social reproduction theory served as an explanatory tool, as we considered how different stakeholders understood the idea of “choice” in students’ course-selection process. We looked specifically to ways that the district continues to classify students and contributes to the reproduction of ideas about who is “smart” and “worthy,” and who is not. Conclusions/Recommendations: To address the identified difficulties in reversing race- and class-based inequities in student course-taking, we outlined a set of comprehensive recommendations for policy and practice, at both the school and district level, and the teacher and leader preparation level. In part, these aim to address the variation that existed across the district, in terms of both mindset and policy implementation. Of note, technical solutions are not sufficient for equity-focused reforms, especially with socially constructed concepts such as “interest” and socially constrained pathways of “choice.”","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87887221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/01614681231156679
Bryan R. Warnick, C. D. Thomas
Background/Context: In the 1973 Rodriguez decision, the U.S. Supreme Court held that the Constitution does not guarantee a substantive federal right to education. So far, this holding has not been adequately contextualized with many other statements the Court has made concerning the nature of education in the constitutional order. For example, since the 1969 Tinker decision, the Court has repeatedly justified curtailing student free speech by appealing to important educational goods, but the necessity of providing these educational goods has not been harmonized with the Court’s denial of a federal right to education. Purpose/Objective/Research Question or Focus of Study: Is the Court’s denial of a constitutional right to education consistent with how education is formulated in the Court’s other decisions related to education, particularly as found in the student speech cases? Research Design: A “holistic analysis” is employed to examine the Supreme Court decisions related to education. This approach interprets the different strands of the Court’s decisions related to education in light of one another (a “dialogic task”) and places the Court’s decisions into a larger context of educational thought (a “contextual task”). Specifically, with respect to the dialogic task, the focus is on reading the Court’s decisions related to a federal right to education in light of its jurisprudence related to student speech; with respect to the contextual task, the focus is on clarifying the Court’s statements related to educational goods by putting them into context with educational philosophy and theory. Conclusions/Recommendations: The holistic analysis leads to three observations. First, the authors find that the Supreme Court has endorsed a range of goods associated with education, including both public and private goods. Second, the Court has framed these educational goods as being closely associated with constitutional norms and the democratic order. Third, in the student speech cases, the Court has argued that these public and private educational goods are so critical that they justify the curtailment of student speech rights under the First Amendment. Bringing these observations together, it is concluded that, because education is being linked to constitutionally relevant private individual goods, and because the attainment of those goods is critical enough to overcome student speech rights, then the attainment of those goods should itself be considered a substantive, individual, constitutional right.
{"title":"At the Very Apex: What the Supreme Court’s Student Speech Cases Have to Teach Us About a Constitutional Right to Education","authors":"Bryan R. Warnick, C. D. Thomas","doi":"10.1177/01614681231156679","DOIUrl":"https://doi.org/10.1177/01614681231156679","url":null,"abstract":"Background/Context: In the 1973 Rodriguez decision, the U.S. Supreme Court held that the Constitution does not guarantee a substantive federal right to education. So far, this holding has not been adequately contextualized with many other statements the Court has made concerning the nature of education in the constitutional order. For example, since the 1969 Tinker decision, the Court has repeatedly justified curtailing student free speech by appealing to important educational goods, but the necessity of providing these educational goods has not been harmonized with the Court’s denial of a federal right to education. Purpose/Objective/Research Question or Focus of Study: Is the Court’s denial of a constitutional right to education consistent with how education is formulated in the Court’s other decisions related to education, particularly as found in the student speech cases? Research Design: A “holistic analysis” is employed to examine the Supreme Court decisions related to education. This approach interprets the different strands of the Court’s decisions related to education in light of one another (a “dialogic task”) and places the Court’s decisions into a larger context of educational thought (a “contextual task”). Specifically, with respect to the dialogic task, the focus is on reading the Court’s decisions related to a federal right to education in light of its jurisprudence related to student speech; with respect to the contextual task, the focus is on clarifying the Court’s statements related to educational goods by putting them into context with educational philosophy and theory. Conclusions/Recommendations: The holistic analysis leads to three observations. First, the authors find that the Supreme Court has endorsed a range of goods associated with education, including both public and private goods. Second, the Court has framed these educational goods as being closely associated with constitutional norms and the democratic order. Third, in the student speech cases, the Court has argued that these public and private educational goods are so critical that they justify the curtailment of student speech rights under the First Amendment. Bringing these observations together, it is concluded that, because education is being linked to constitutionally relevant private individual goods, and because the attainment of those goods is critical enough to overcome student speech rights, then the attainment of those goods should itself be considered a substantive, individual, constitutional right.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86199838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/01614681221150545
Jason J. Griffith, J. Sweet
Background/Context: Considering that the rise in popularity of podcasts as ubiquitous forms of entertainment mirrors a rise in the use of podcasts as curricular texts, this research explores the need for critical listening practices within and beyond the classroom. Specifically, we draw from our overlapping identities as podcast listeners, teacher-educators, and literacy researchers to trouble how descriptions of the informed consent process in podcast journalism contrast with those of qualitative ethnographic research, which is significant because of how well-produced narrative podcasts resemble ethnographic products, particularly in classroom contexts. We center Serial podcast because of its popularity and significance to the podcast genre, and how clearly the show describes instances for gathering journalistic consent. Purpose/Objective/Research Question/Focus of Study: Thinking with and through critical media literacy, we address three research questions: (1) How can a discourse analysis of Serial inform critical listening practices in literacy education? (2) What can a discourse analysis of Serial teach us about informed consent? (3) What might an analysis of a podcast reveal about values and tensions in the fields of journalism and social science research? We hope that engaging with these questions might contribute to how we take up critical listening practices that critical media literacy calls for and, in turn, be informative for teacher-educators seeking to enact and encourage critical media pedagogy. Research Design: In this study, we utilize discourse analysis. We identified and transcribed six scenes from Serial, Season 3, and related media. We selected and organized this data, which Brinkmann referred to as “stumble data,” via an abductive method we dub “fortuitous listening and viewing.” We then analyzed the data via Gee’s discourse organization. Conclusions/Recommendations: Our findings indicate a tension between podcast journalism and ethnographic research, further delineated as a tension between fidelity to the story versus fidelity to the protection of participants. In some ways, podcast journalism well demonstrates the kind of positive difference-making that critical qualitative researchers aspire to. In other ways, podcast journalism could benefit from better protecting sources from harm in the way that university institutional review boards are designed to help protect participants. Furthermore, considering these tensions is a valuable site for critical analysis, particularly by student and teacher listeners in classroom contexts in which podcasts are being used as curricular texts. We invite fellow educators to join us in designing pedagogy that not only encourages and supports the inclusion of podcasts in the classroom, but also helps to foster a critical framework for engaging in the how and why of podcast journalism.
{"title":"What Does “Going on the Record” Mean for Critical Media Literacy? Examining Informed Consent in Serial to Trouble Podcasts as Pedagogy","authors":"Jason J. Griffith, J. Sweet","doi":"10.1177/01614681221150545","DOIUrl":"https://doi.org/10.1177/01614681221150545","url":null,"abstract":"Background/Context: Considering that the rise in popularity of podcasts as ubiquitous forms of entertainment mirrors a rise in the use of podcasts as curricular texts, this research explores the need for critical listening practices within and beyond the classroom. Specifically, we draw from our overlapping identities as podcast listeners, teacher-educators, and literacy researchers to trouble how descriptions of the informed consent process in podcast journalism contrast with those of qualitative ethnographic research, which is significant because of how well-produced narrative podcasts resemble ethnographic products, particularly in classroom contexts. We center Serial podcast because of its popularity and significance to the podcast genre, and how clearly the show describes instances for gathering journalistic consent. Purpose/Objective/Research Question/Focus of Study: Thinking with and through critical media literacy, we address three research questions: (1) How can a discourse analysis of Serial inform critical listening practices in literacy education? (2) What can a discourse analysis of Serial teach us about informed consent? (3) What might an analysis of a podcast reveal about values and tensions in the fields of journalism and social science research? We hope that engaging with these questions might contribute to how we take up critical listening practices that critical media literacy calls for and, in turn, be informative for teacher-educators seeking to enact and encourage critical media pedagogy. Research Design: In this study, we utilize discourse analysis. We identified and transcribed six scenes from Serial, Season 3, and related media. We selected and organized this data, which Brinkmann referred to as “stumble data,” via an abductive method we dub “fortuitous listening and viewing.” We then analyzed the data via Gee’s discourse organization. Conclusions/Recommendations: Our findings indicate a tension between podcast journalism and ethnographic research, further delineated as a tension between fidelity to the story versus fidelity to the protection of participants. In some ways, podcast journalism well demonstrates the kind of positive difference-making that critical qualitative researchers aspire to. In other ways, podcast journalism could benefit from better protecting sources from harm in the way that university institutional review boards are designed to help protect participants. Furthermore, considering these tensions is a valuable site for critical analysis, particularly by student and teacher listeners in classroom contexts in which podcasts are being used as curricular texts. We invite fellow educators to join us in designing pedagogy that not only encourages and supports the inclusion of podcasts in the classroom, but also helps to foster a critical framework for engaging in the how and why of podcast journalism.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81680458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/01614681221147738
Julie Cohen, E. Wiseman
Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers’ knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed and researcher-implemented programs, meaning we know far less about the outcomes of PD designed and implemented by districts. Given that implementation and associated outcomes may look different without tight research parameters, we need more systematic research about district-designed and implemented PD. During early years of PD implementation, it is more likely to observe changes in more proximal outcomes, including an increased sense of trust and collaboration with colleagues, which could, in turn, support teacher retention. Any intervention, but especially those that necessitate substantial changes in instructional activities, likely takes time to promote changes to downstream outcomes like high-stakes assessments of teaching and student achievement. Purpose/Objective/Research Question/Focus of Study: We analyze the relationship between the design and implementation of an ambitious PD/professional learning (PL) program, called Learning Together to Advance Our Practice (LEAP), and a range of outcomes across 3,000 teachers in the District of Columbia Public Schools (DCPS). We examine the extent to which teacher-reported frequency of participation in two specific PD structures—one-on-one coaching and team seminars—are each associated with improved outcomes of interest. Proximal outcomes include teacher perceptions of the PL program and peer culture at their school, as well as school- and district-wide retention. More distal measures include teacher classroom practice and student achievement. Research Design: We capitalize on researcher-designed and district-administered survey questions, along with rich administrative data, to understand the relationship between this at-scale, intensive PL program and a range of outcomes over two years, from 2016 to 2018. DCPS implemented LEAP simultaneously in every school at the beginning of the 2016–2017 school year. As a result, our ability to identify how our outcome variables would have changed in the absence of LEAP is limited. We address this issue by measuring differential implementation because the frequency of teacher participation in LEAP varied within schools, within LEAP teams within a year, or within a teacher across a two-year period. We hypothesize that more exposure to LEAP yields greater improvements in outcomes. In separate models, we attempt to limit competing explanations by controlling for: (1) observable attributes of teachers and time, and unobservable, time-invariant attributes of schools; (2) unobservable, time-invariant attributes of LEAP teams; and (3) unobservable, time-invariant attributes of teachers. Conclusions/Recommendations: We find th
{"title":"Supporting Professional Learning at Scale: Evidence from the District of Columbia Public Schools","authors":"Julie Cohen, E. Wiseman","doi":"10.1177/01614681221147738","DOIUrl":"https://doi.org/10.1177/01614681221147738","url":null,"abstract":"Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers’ knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed and researcher-implemented programs, meaning we know far less about the outcomes of PD designed and implemented by districts. Given that implementation and associated outcomes may look different without tight research parameters, we need more systematic research about district-designed and implemented PD. During early years of PD implementation, it is more likely to observe changes in more proximal outcomes, including an increased sense of trust and collaboration with colleagues, which could, in turn, support teacher retention. Any intervention, but especially those that necessitate substantial changes in instructional activities, likely takes time to promote changes to downstream outcomes like high-stakes assessments of teaching and student achievement. Purpose/Objective/Research Question/Focus of Study: We analyze the relationship between the design and implementation of an ambitious PD/professional learning (PL) program, called Learning Together to Advance Our Practice (LEAP), and a range of outcomes across 3,000 teachers in the District of Columbia Public Schools (DCPS). We examine the extent to which teacher-reported frequency of participation in two specific PD structures—one-on-one coaching and team seminars—are each associated with improved outcomes of interest. Proximal outcomes include teacher perceptions of the PL program and peer culture at their school, as well as school- and district-wide retention. More distal measures include teacher classroom practice and student achievement. Research Design: We capitalize on researcher-designed and district-administered survey questions, along with rich administrative data, to understand the relationship between this at-scale, intensive PL program and a range of outcomes over two years, from 2016 to 2018. DCPS implemented LEAP simultaneously in every school at the beginning of the 2016–2017 school year. As a result, our ability to identify how our outcome variables would have changed in the absence of LEAP is limited. We address this issue by measuring differential implementation because the frequency of teacher participation in LEAP varied within schools, within LEAP teams within a year, or within a teacher across a two-year period. We hypothesize that more exposure to LEAP yields greater improvements in outcomes. In separate models, we attempt to limit competing explanations by controlling for: (1) observable attributes of teachers and time, and unobservable, time-invariant attributes of schools; (2) unobservable, time-invariant attributes of LEAP teams; and (3) unobservable, time-invariant attributes of teachers. Conclusions/Recommendations: We find th","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89460441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/01614681231153180
Eve L. Ewing, Sanya M. Khatri, S. Irsheid, Leah Y. Castleberry
Background/Context: Research suggests that sexual harassment and assault are distressingly common occurrences in middle school settings. However, prevention efforts have largely focused on secondary and post-secondary settings. While research-based initiatives to discuss consent could be effective, currently there is a dearth of literature on middle school students’ beliefs or attitudes on consent and sexual assault, which could inform such initiatives. Purpose/Objective/Research Question/Focus of Study: Using the concept of “consent scripts,” this study asks: How do seventh- and eighth-grade students define, proscribe, understand, and operationalize consent as a concept? Research Design: We surveyed 177 middle school students about their ideas regarding consent and their analysis of scenarios of dubious consent, and conducted follow-up in-depth semi-structured interviews with 66 of the participants. Conclusions/Recommendations: We identify four consent scripts prevalent among middle school students 1) consent works differently within relationships; 2) seeking consent is a form of empathy; 3) acts of seeking or violating consent are informed by norms of masculinity; and 4) close friends will respect norms of consent. These findings can inform sexual assault prevention and intervention efforts in the middle school context.
{"title":"“They Don’t Have the Right to Be Touching Girls”: Understanding Middle School Students’ Consent Scripts","authors":"Eve L. Ewing, Sanya M. Khatri, S. Irsheid, Leah Y. Castleberry","doi":"10.1177/01614681231153180","DOIUrl":"https://doi.org/10.1177/01614681231153180","url":null,"abstract":"Background/Context: Research suggests that sexual harassment and assault are distressingly common occurrences in middle school settings. However, prevention efforts have largely focused on secondary and post-secondary settings. While research-based initiatives to discuss consent could be effective, currently there is a dearth of literature on middle school students’ beliefs or attitudes on consent and sexual assault, which could inform such initiatives. Purpose/Objective/Research Question/Focus of Study: Using the concept of “consent scripts,” this study asks: How do seventh- and eighth-grade students define, proscribe, understand, and operationalize consent as a concept? Research Design: We surveyed 177 middle school students about their ideas regarding consent and their analysis of scenarios of dubious consent, and conducted follow-up in-depth semi-structured interviews with 66 of the participants. Conclusions/Recommendations: We identify four consent scripts prevalent among middle school students 1) consent works differently within relationships; 2) seeking consent is a form of empathy; 3) acts of seeking or violating consent are informed by norms of masculinity; and 4) close friends will respect norms of consent. These findings can inform sexual assault prevention and intervention efforts in the middle school context.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84858254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/01614681221150548
Laura E. Hernández
Background/Context: The business and philanthropic sectors have been a persistent force in shaping U.S. schools. Recently, they have used their resources to advance policies that embody newer principles of industry—reforms that suggest that competition, choice, and deregulation can spur improvement and effectiveness. This has most notably included deep investments in the proliferation of charter schools, surfacing questions as to the sector’s reliance on private dollars as well as the equitable and democratic impact of advancing this manifestation of neoliberal reform. Purpose/Objective/Research Question/Focus of Study: While scholars have elucidated the role of business and philanthropic funding in promoting charter schools, less is known about how the well-substantiated connections between charters and the private sector have been facilitated or how discourse—the ideas, representations, and argumentation conveyed in acts of communication—is mobilized to create a rationale for support. To date, research has typically examined the discourse and messaging intended for families navigating choice settings. Yet, how these depictions are crafted for donors, who typically inhabit positions of economic and social power and are critical actors in charter growth, remain comparatively less understood. Research Design: This study fills this empirical gap and investigates the tactics used to solicit donor investment by charter management organizations (CMOs). It uses a conceptual framework that synthesizes tenets from the research on neoliberal policy networks and the sociology of race to enable a multifaceted analysis of the discursive tactics used to secure donor support while attending to the often-nuanced ways in which race may be invoked in those efforts. Methodologically, this study follows an embedded case study design to investigate the tactics deployed by a population of CMOs in Northern California and relies on observational and documentary data to examine how CMOs design and execute donor outreach and the resonant messages they aim to elevate. Conclusions/Recommendations: I find that CMOs elevated business-friendly themes related to workforce preparation, impact, and return on investment in their outreach and at times commodified their constituents by offering their labor as exchangeable resources to elevate donor profiles. Simultaneously, CMOs advanced color-evasive discourse, relying on deficit-laden racial narratives to create a reinforcing and complementary rationale for intervention. These findings suggest that CMOs relied on market and racialized logics as the persuasive fodder for donor investment, leaving the economic and racial status quo—and the democratic and equity implications it perpetuates—unchallenged.
{"title":"The Money Chase: The Role of Racial Innuendo and Marketized Discourse in Courting Private Dollars","authors":"Laura E. Hernández","doi":"10.1177/01614681221150548","DOIUrl":"https://doi.org/10.1177/01614681221150548","url":null,"abstract":"Background/Context: The business and philanthropic sectors have been a persistent force in shaping U.S. schools. Recently, they have used their resources to advance policies that embody newer principles of industry—reforms that suggest that competition, choice, and deregulation can spur improvement and effectiveness. This has most notably included deep investments in the proliferation of charter schools, surfacing questions as to the sector’s reliance on private dollars as well as the equitable and democratic impact of advancing this manifestation of neoliberal reform. Purpose/Objective/Research Question/Focus of Study: While scholars have elucidated the role of business and philanthropic funding in promoting charter schools, less is known about how the well-substantiated connections between charters and the private sector have been facilitated or how discourse—the ideas, representations, and argumentation conveyed in acts of communication—is mobilized to create a rationale for support. To date, research has typically examined the discourse and messaging intended for families navigating choice settings. Yet, how these depictions are crafted for donors, who typically inhabit positions of economic and social power and are critical actors in charter growth, remain comparatively less understood. Research Design: This study fills this empirical gap and investigates the tactics used to solicit donor investment by charter management organizations (CMOs). It uses a conceptual framework that synthesizes tenets from the research on neoliberal policy networks and the sociology of race to enable a multifaceted analysis of the discursive tactics used to secure donor support while attending to the often-nuanced ways in which race may be invoked in those efforts. Methodologically, this study follows an embedded case study design to investigate the tactics deployed by a population of CMOs in Northern California and relies on observational and documentary data to examine how CMOs design and execute donor outreach and the resonant messages they aim to elevate. Conclusions/Recommendations: I find that CMOs elevated business-friendly themes related to workforce preparation, impact, and return on investment in their outreach and at times commodified their constituents by offering their labor as exchangeable resources to elevate donor profiles. Simultaneously, CMOs advanced color-evasive discourse, relying on deficit-laden racial narratives to create a reinforcing and complementary rationale for intervention. These findings suggest that CMOs relied on market and racialized logics as the persuasive fodder for donor investment, leaving the economic and racial status quo—and the democratic and equity implications it perpetuates—unchallenged.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81995937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/01614681221150546
Sophia Seifert, Lorna M. Porter, Sarah A. Cordes, Priscilla Wohlstetter
Background: In the United States, students’ experiences are shaped by racioethnic, socioeconomic, and linguistic segregation. School choice, and especially charter schools, generally exacerbate existing levels of school segregation. Counter to this trend, hundreds of intentionally diverse charter schools (IDCS), with a mission to promote school diversity, have opened across the country. Purpose: This study aims to clarify how IDCS operationalize their mission to serve diverse populations. To do so, we examine contextual factors that influence diversification efforts, the strategies that IDCS use to pursue diverse enrollments, and whether sample IDCS are more diverse than comparison schools. Research Design: This study uses a convergent mixed-methods design, in which qualitative and quantitative data were independently collected and analyzed, then merged for final analysis. The qualitative phase included thematic analyses of 101 interviews and 40 focus groups with IDCS staff and leaders to identify key contextual factors and practices that shape diversification efforts. For quantitative analyses, we used student and school-level administrative data from sample and comparison schools in New York, Colorado, and California. We explored researcher-created diversity outcomes for sample and comparison schools, including a racioethnic diversity index representing the probability that any two students chosen at random will be of a different race/ethnicity, and locally created diversity goals of having 40%–50% of enrolled students qualify for free/reduced price lunch (FRL) and no racial majority group among enrolled students. Conclusions/Recommendations: We found that local context, including race-neutral state policies and local housing patterns, created barriers to recruiting and enrolling diverse students. To overcome these barriers, IDCS staff developed data-driven recruitment and enrollment practices that were differentiated by the target group. Practices focused on increasing awareness of the school, building trust, and investing parents in the schools’ diversity mission. Enrollment data show that sample IDCS are more diverse than a set of comparison schools, with mixed results when analyzing diversity outcomes with locally defined goals. We conclude that, despite contextual barriers, choice schools have considerable agency in fostering school diversity.
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Pub Date : 2022-12-01DOI: 10.1177/01614681221147348
Margaret R. Beneke, Hailey R. Love
Background: In U.S. contexts, the language of “quality” early childhood education is widely invoked to evaluate the “goodness” of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what takes place in teacher education. Though objections to quality reform efforts and the ways they uphold white supremacy have been extensively discussed, less work has explicitly examined how ableism intersects with racism in the ways quality is defined and applied in early childhood. Purpose: The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality in early childhood to examine how traditional notions of early childhood quality position and affect multiply-marginalized children, families, and teachers. We emphasize how dominant notions of early childhood quality are reinforced and can be disrupted in teacher preparation. Interpretive Analysis: We utilize DisCrit’s seven interrelated tenets to analyze how ableism and racism mutually reinforce notions of early childhood quality by: (1) predefining universal goals for teaching and learning; (2) reducing the complexity of teaching and learning; and (3) discarding the wisdom of multiply-marginalized children, families, and teachers. Each of these technocratic processes rely on one another (and at times, overlap) to uphold whiteness and ableism in both early childhood practice and teacher education; exposing them allows us to imagine alternate ways of conceptualizing and enacting meaningful early education. Through DisCrit praxis, we offer an alternative language of evaluation that centers multiply-marginalized young children, families, and teachers using pedagogies of wholeness, access, and interdependence. Conclusions: At the nexus of ableism and racism, standardized notions of early childhood quality create myriad forms of harm for multiply-marginalized children, families, and teachers. Although the language of quality pervades the field, we know it is not the only way. We implore teacher educators to support teacher candidates in developing a DisCrit praxis, as we engage in such processes of reflection and action ourselves. When teaching and learning are rooted in principles of wholeness, access, and interdependence, we put multiply-marginalized communities at the heart of our work, reclaiming and enacting meaningful pedagogies in early childhood.
背景:在美国，“优质”幼儿教育的语言被广泛用来评价教与学的“好”，并经常被用来改善不公平现象。同样，定义和实现幼儿质量的可概括概念化的努力经常指导教师教育。尽管对质量改革努力的反对以及他们维护白人至上的方式进行了广泛的讨论，但明确研究残疾歧视与种族主义在早期儿童质量定义和应用方面的交叉方式的工作却很少。目的:这篇概念性文章的目的是扩展先前对质量的批评，批判性地检查种族主义和残疾主义在儿童早期教学和学习质量的定义、测量和制定中的交叉点。我们引入残疾批判种族理论(DisCrit;Annamma et al.， 2013)与有关幼儿质量的文献进行了对话，以研究幼儿质量的传统观念如何定位和影响多重边缘化的儿童、家庭和教师。我们强调幼儿质量的主导观念是如何在教师准备中得到加强和破坏的。解释性分析:我们利用DisCrit的七个相互关联的原则来分析残疾歧视和种族主义如何通过以下方式相互强化幼儿质量的概念:(1)预先定义教学和学习的普遍目标;(2)降低教与学的复杂性;(3)抛弃多重边缘化儿童、家庭和教师的智慧。这些技术官僚程序中的每一个都相互依赖(有时重叠)，在幼儿实践和教师教育中维护白人和残疾歧视;暴露他们让我们想象概念化和实施有意义的早期教育的替代方法。通过DisCrit实践，我们提供了一种评估的替代语言，该语言以多重边缘化的幼儿、家庭和教师为中心，使用整体性、可及性和相互依赖性的教学法。结论:在残疾歧视和种族主义的关系下，标准化的幼儿质量概念给多重边缘化的儿童、家庭和教师造成了无数形式的伤害。虽然质量的语言在这个领域无处不在，但我们知道这不是唯一的方法。我们恳请教师教育工作者支持教师候选人发展DisCrit实践，因为我们自己也参与了这样的反思和行动过程。当教学植根于整体性、可及性和相互依赖性的原则时，我们将多重边缘化社区置于工作的核心，在幼儿时期重新确立并实施有意义的教学方法。
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Pub Date : 2022-12-01DOI: 10.1177/01614681221150551
Rebecca E. Linares
Context: Transnational emergent multilingual (TEM) adolescents are young people who maintain emotional, social, economic, and physical connections and networks to more than one country, often a home country and a host country. Because of their linguistic identities and varied schooling experiences, when they enroll in U.S. public schools, many are designated as English Learners and subsequently positioned as “illiterate” or having “limited” linguistic and literacy skills through additional labels such as “limited/interrupted formal schooling.” Such linguistic and cultural erasure mirrors the systematic invisibility and intra-racial stereotyping that many adolescents, particularly those from Indigenous backgrounds, faced in their home countries. However, despite such positionings, many TEMs are highly literate and engage regularly in complex literacy practices. Purpose: The purpose of this article is to showcase the kinds of literacy practices that one TEM adolescent, Paula, engaged in, how, and to what end, as well as how those literacy practices reflected unique aspects of her multifaceted identity as an Indigenous transnational being. The languaging and literacy practices that TEMs like Paula engage in allow them to maintain their cultural and linguistic identities and social ties in multimodal, local, and transnational dimensions; yet, such practices and skills are not recognized or built upon in schools. As findings of this study indicate, TEMs’ engagement in such practices is also made possible through the support of both local and transnational “sponsorships” from individuals, including family, with whom TEMs actively maintain or establish relationships; yet, this kind of familial engagement often goes unrecognized by schools. Research Design: This article draws on ethnographic data gathered through sustained participation in the field. Data collection occurred across one school year and consisted of ethnographic observations, interviews, and artifact collection at a combined middle/high school newcomer school in an urban community. This article draws on a subset of data centered on Paula’s out-of-school literacy practices. Data analysis drew directly on the theoretical framework: Literacy sponsorship theory was used to identify who, if anyone, facilitated Paula’s participation in literacy practices and in what ways; translanguaging theory was used to identify how translanguaging was evident in the ways language was used and discussed; and border theory was used to identify the social significance of the literacy practices in Paula’s daily life, as well as how they embodied and represented her transnational identity. Such an analysis allowed for the understanding of how the literacy practices Paula engaged in reflected her life experiences as an Indigenous TEM, not only in terms of how she engaged in them, but also in terms of the significance they held in her day-to-day life. Conclusions: Findings indicate that Paula engaged in multimodal
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Pub Date : 2022-12-01DOI: 10.1177/01614681221151191
ArCasia D. James‐Gallaway
Background/Context: School segregation scholarship underlines that litigation challenging the segregation of Mexican American students in Texas schools stressed their legal racial identity as white. The other white race strategy, as scholars call it, granted Mexican Americans the right to access resources designated for the country’s dominant racial group. Put differently, a defining feature of this argument pivoted on Mexican Americans’ non-Blackness. An emerging body of more critical history scholarship has engaged almost exclusively the concept of whiteness to interpret this legal strategy. Few to no comparative analyses, however, examine Mexican American civil rights struggles outside this lens of whiteness, raising questions about Blackness’s relationship to Juan Crow and the other white race strategy. Purpose/Objective/Research Question/Focus of Study: This historical essay examines analyses of Mexican American school segregation litigation in Texas to consider how these legal arguments affected Black Texans. Positioning these considerations in the history of education to address this historiographical silence, I emphasize four notable court cases from 1930 to 1970: the 1930 Salvatierra case, the 1948 Delgado case, the 1957 Hernandez case, and the 1970 Cisneros case. I highlight how accounts of Mexican American legal strategies against Texas school segregation implicate African Americans. This critique represents an effort to grapple meaningfully with the groundbreaking, extant scholarship on Mexican American education and suggest new vantage points and considerations that interrogate and challenge antiBlackness. Research Design: Conceptually, I couple antiBlackness with Toni Morrison’s literary metaphor of the Africanist presence to reveal that a writer’s choice to leave Blackness unarticulated does little to invalidate its existence or significance. This historical essay engages particular elements of historiography, framing that affords greater latitude for innovation than the parameters of historiography in and of itself. The chronological organization I use demonstrates links between specific cases and the legal strategy underpinning them in a way that the thematic organization expected of a historiography would obscure. Although much of the scholarship I examine is situated within the history of education, I use wider, interdisciplinary perspectives and other forms of evidence for deeper insight, support, and analysis. Specifically, I integrate primary source evidence alongside germane perspectives from other fields, including legal studies, human geography, Black studies, educational policy, and literary studies. Conclusions/Recommendations: I argue that this historiography has understated the antiBlack implications of the other white race strategy’s racial dimension, that is, the specific ways this litigation tactic excused and perpetuated African American segregation. I demonstrate that a conceptualization of school de/segregation
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