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The Complex Web of Inequality in North American Schools analyzes
and challenges the critical gaps and inequalities that persist in
the American school system. Showing how historical biases have been
inherited in current polices relating to non-dominant youth, the
text calls for educational reforms that perform in the name of
social justice. This edited collection carefully interrogates how
technocratic educational policies and reforms are often unequipped
to address the interplay of political, social, economic,
ideological factors that are at the roots of educational injustice.
Considering the most vulnerable student populations, original case
studies explore how inadequate structures, practices, and beliefs
have increased marginalization, and highlight those instances in
which policy has proved effective in reducing opportunity gaps
between economically rich and poor students; between white, Asian,
Black and Latino youth; between native English speakers and second
language learners; highlighting racial integration and unequal
American Indian education; and for students with special
educational needs. The insights into such policies shed light on
the complex web of historically embedded inequities that continue
to shape the construction, roll-out, and consequences of education
policy for the most marginalized youth populations today. This
volume will be of interest to graduate, and postgraduate students,
researchers and academics in the fields of education policy,
sociology of education, economics of education, and history of
education, and well as policy evaluation.
The Complex Web of Inequality in North American Schools analyzes
and challenges the critical gaps and inequalities that persist in
the American school system. Showing how historical biases have been
inherited in current polices relating to non-dominant youth, the
text calls for educational reforms that perform in the name of
social justice. This edited collection carefully interrogates how
technocratic educational policies and reforms are often unequipped
to address the interplay of political, social, economic,
ideological factors that are at the roots of educational injustice.
Considering the most vulnerable student populations, original case
studies explore how inadequate structures, practices, and beliefs
have increased marginalization, and highlight those instances in
which policy has proved effective in reducing opportunity gaps
between economically rich and poor students; between white, Asian,
Black and Latino youth; between native English speakers and second
language learners; highlighting racial integration and unequal
American Indian education; and for students with special
educational needs. The insights into such policies shed light on
the complex web of historically embedded inequities that continue
to shape the construction, roll-out, and consequences of education
policy for the most marginalized youth populations today. This
volume will be of interest to graduate, and postgraduate students,
researchers and academics in the fields of education policy,
sociology of education, economics of education, and history of
education, and well as policy evaluation.
This book explores in-depth the unique aspects of school culture
and student personalization characteristic of small learning
communities in order to offer insights and suggestions to school
reformers, particularly those in urban centers, at all levels and
in any kind of school. The authors share conclusions from their
original research based in four small learning communities in
Boston, MA and Oakland, CA, offering student voice, implications
for practice, and suggestions for improving school reform based on
the school culture and personalization found in these small
learning communities.
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