This unique collection examines the social justice implications
of contemporary economic, finance, and budgeting policies affecting
the K-12 education system in the United States. The authors
included in this volume provide critiques and explorations of
several established theories and policy approaches that undergird
contemporary thinking in the field of school finance. These
explorations offer themselves as foundations for building new
frameworks to understand how school finance policies might better
support broader changes needed to improve the educational
conditions faced by those individuals and groups traditionally
underrepresented in economic, political, and social policy
arenas.
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