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This edited collection broadens understanding of
family-school-community partnerships by focusing on how community
groups, educators, and university professors engage with public
education to achieve their own goals rather than goals defined by
schools, school systems, and governments. Authors critically
examine various school-community partnerships that collectively aim
to improve decision-making, democratize policy processes, resist
policies that support the marketization of public education, and
advocate for racial equality. The book's chapters focus on advocacy
efforts within and across three national contexts-England, Canada,
and the United States. Together they expand current scholarship by
demonstrating how different constituencies develop alliances,
experience tensions, and navigate the politics inherent in change
efforts. By examining the intersections of parent and community
organizing, teacher unions, and school-community partnerships
across national contexts, the chapters uncover fruitful new terrain
for understanding the theory and practice of educational activism.
This volume was originally published as a special issue of
Leadership and Policy in Schools.
This edited collection broadens understanding of
family-school-community partnerships by focusing on how community
groups, educators, and university professors engage with public
education to achieve their own goals rather than goals defined by
schools, school systems, and governments. Authors critically
examine various school-community partnerships that collectively aim
to improve decision-making, democratize policy processes, resist
policies that support the marketization of public education, and
advocate for racial equality. The book's chapters focus on advocacy
efforts within and across three national contexts-England, Canada,
and the United States. Together they expand current scholarship by
demonstrating how different constituencies develop alliances,
experience tensions, and navigate the politics inherent in change
efforts. By examining the intersections of parent and community
organizing, teacher unions, and school-community partnerships
across national contexts, the chapters uncover fruitful new terrain
for understanding the theory and practice of educational activism.
This volume was originally published as a special issue of
Leadership and Policy in Schools.
Drawing on research from across Canada and beyond, education policy
expert Sue Winton critically analyzes policies encouraging the
privatization of public education in Canada. These policies,
including school choice, fundraising, fees, and international
education, encourages parents and others in the private sector to
take on responsibilities for education formerly provided by
governments with devastating consequences for the democratic goals
of public education. Unequal Benefits introduces traditional and
critical approaches to policy research and explains how to conduct
a critical policy analysis. Winton explains the role policy plays
in supporting and challenging inequality in the pursuit of a strong
democracy and the public school ideal. In these idealized education
spaces, policy decisions prioritize collective needs over private
interests, which are made in public by democratically elected
officials, and, more importantly, every child is able to access
high quality education programs and enjoy their benefits at no
cost. Written for parents, educators, policymakers, and other
interested citizens, Unequal Benefits sheds light on how to
participate in efforts to resist educational privatization and
achieve the public school ideal across Canada.
Critical Perspectives on Education Policy and Schools, Families,
and Communities offers scholars, students, and practitioners
important new knowledge about how current policies impact families,
schools, and community partnerships. The book's authors share a
critical orientation towards policy and policy research and invite
readers to think differently about what policy is, who policymakers
are, and what policy can achieve. Their chapters discuss findings
from research grounded in diverse theories, including institutional
ethnography, critical disability theory, and critical race theory.
The authors encourage scholars of family, school, and community
partnerships to ask who benefits from policies (and who loses) and
how proposed reforms maintain or disrupt existing relations of
power. The chapters present original research on a broad range of
policies at the local, state/provincial, and national levels in
Canada and the USA. Some authors look closely at the enactment of
specific district policies, including a school district's language
translation policy and a policy to create local advisory bodies as
part of decentralization efforts. Other chapters reveal the often
unacknowledged yet necessary work parents do to meet their
children's needs and enable schools to operate. A few chapters
focus on challenges and paradoxes of including families and
community members in policymaking processes, including a case where
parents demonstrated a preference for a policy that research
demonstrates can be detrimental to their children's future
education opportunities. Another set of chapters emphasizes the
centrality of policy texts and how language influences the
educational experiences and engagement of students and their
families. Each chapter concludes with a discussion of implications
of the research for educators, families, and other community
partners.
Critical Perspectives on Education Policy and Schools, Families,
and Communities offers scholars, students, and practitioners
important new knowledge about how current policies impact families,
schools, and community partnerships. The book's authors share a
critical orientation towards policy and policy research and invite
readers to think differently about what policy is, who policymakers
are, and what policy can achieve. Their chapters discuss findings
from research grounded in diverse theories, including institutional
ethnography, critical disability theory, and critical race theory.
The authors encourage scholars of family, school, and community
partnerships to ask who benefits from policies (and who loses) and
how proposed reforms maintain or disrupt existing relations of
power. The chapters present original research on a broad range of
policies at the local, state/provincial, and national levels in
Canada and the USA. Some authors look closely at the enactment of
specific district policies, including a school district's language
translation policy and a policy to create local advisory bodies as
part of decentralization efforts. Other chapters reveal the often
unacknowledged yet necessary work parents do to meet their
children's needs and enable schools to operate. A few chapters
focus on challenges and paradoxes of including families and
community members in policymaking processes, including a case where
parents demonstrated a preference for a policy that research
demonstrates can be detrimental to their children's future
education opportunities. Another set of chapters emphasizes the
centrality of policy texts and how language influences the
educational experiences and engagement of students and their
families. Each chapter concludes with a discussion of implications
of the research for educators, families, and other community
partners.
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