正义之争：通过纽约市新冠肺炎学校重新开放辩论反思教育公平

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI:10.3102/01623737221121802

Alexandra Freidus, Erica O. Turner

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引用次数: 2

摘要

本研究考察了利益相关者、政策制定者、地区领导人、家庭和教育工作者在2020年纽约市学校重新开放辩论期间提出的相互竞争的正义主张。通过对300篇新闻和观点文章的专题分析，我们研究了利益相关者对公共教育正义的重叠和有争议的理解，包括与学校资源如何分配、地区政策认可谁以及谁在政策制定中有代表有关的主张。除了加深我们对2019冠状病毒病大流行的教育政治的理解之外，我们的分析还为研究人员和政策制定者提供了更坚实的基础，以促进公平，并为多个利益攸关方构想公正的教育政策。

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Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates

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.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

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.