建构教育“品质”危机:(E)品质政治与超越目标受益人的种族化

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-08-21 DOI:10.3102/01623737231189478
Heather N. McCambly, Quinn Mulroy
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引用次数: 0

摘要

在这一批判性的政治话语分析中,我们追溯了公平和质量这两个概念是如何随着时间的推移(1968-1994)在高等教育政策管理中成为话语联系和争议的——我们称之为(e)质量政治的发展过程。通过进行历史分析,我们研究(a)种族化的政治起源和话语过程,通过这些过程,关于教育“质量”的争论被作为反公平政策范式的一部分提出;(b)随着时间的推移,这种范式如何将种族不平等重新纳入行政和组织行动。我们说明,一旦建立了(e)质量政治范式,即使在政策制定的后期没有明确提及目标人群的种族化社会结构,种族化政策设计也可以持续存在。
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Constructing an Educational “Quality” Crisis: (E)quality Politics and Racialization Beyond Target Beneficiaries
In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968–1994)—a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational “quality” are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
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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