Critical Perspectives on School Choice

Dixson, Adrienne D.; James-Gallaway, Chaddrick; Cardenas, Nancy D.; Perkins-Williams, Ruqayyah

doi:10.4324/9781351210447-6

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…. .done little to eradicate racial segregation, improve access to high-quality education for students of Color, students with special needs, and white students who live in poverty” (Dixson et al, 2019, p. 82). During my time in New Orleans, K–12 education was between 85% and 93% CMO run, which meant the Black students I taught had little choice regarding their engagement with neoliberal CMOs (National Alliance for Public Charter Schools [NAPCS], 2015).…”

Section: Methodsmentioning

confidence: 99%

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city’s public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the Black community by implementing No Excuses (NE) Charter School Management Organizations (CMO). The rise in these organizations has also led to the mass firing of the city’s majority Black educator base and the hiring of majority white educators. Scholarship on NE CMOs notes their use of dehumanizing behavioral practices meant to control their student populations. Accounts, however, are limited from those who have witnessed, experienced, or resisted these dehumanizing behavioral practices. Purpose/Objective/Focus of Study: Through the critical race theory (CRT) lens of racial realism, this paper provides a critical race personal counternarrative (CRPCN) that characterizes the racist and racialized disciplinary and surveillance practices used to control Black students’ bodies. It examines my experiences as a teacher within an NE CMO, the Knowledge Is Power Program (KIPP) school in New Orleans. Furthermore, this paper underscores my own Black fugitive pedagogic acts alongside my Black students, acts that allowed us to create fleeting moments of freedom inside and outside our classroom. Research Design: I relied on critical race methodology to construct a CRPCN against KIPP, which prides itself on positive behavior practices and social justice. The evidence I drew on included free-written notes, conversations with former students and teachers, media (e.g., photos and videos), and scholarly literature. To analyze data, I drew on CRT concepts of racial realism and the permanence of racism in U.S. society to underscore Black fugitivity, anti-Black surveillance, and discipline. Conclusion/Recommendations: Racial realism provides a lens for identifying the evolution of racialized surveillance technologies on Black bodies within the United States. Although critics characterize racial realism as overly pessimistic, this paper notes one way that scholars, educators, students, and parents can draw on this tool of racial resistance to accept the current racial reality, uncover racially oppressive schooling practices, and highlight strategies of survival through fugitive acts.

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Section: Methodsmentioning

confidence: 99%

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

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“…In response to this gap, on the other hand, extensive sociological research has investigated parental explications for choice and the weight of class and race in families' decision-making, showing how white and middle-class parents take advantage of these new market environments (e.g., Ball, 2003). These studies have concluded the influence of school choice on social reproduction and segregation of school systems (e.g., Dixson et al, 2019).…”

Section: School Admissions and Educational Justice: Parents' Moral Di...mentioning

confidence: 99%

School admissions and educational justice: Parents' moral dilemmas facing the new Chilean school admission system

Hernández,

Carrasco,

Bonilla

et al. 2023

EPAA

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In the context of the increased interest in social justice within education policy debates, this article addresses the new justice-oriented school admission system implemented in Chile. Considering the critical role of parents in education policy, we explore families’ negotiations about the new school admission system, focusing on the moral dilemmas they experience when confronted with changes in the rules that organize the distribution of school seats and the notions of educational justice they adhere to. We draw on interviews with 80 families from different social classes and belonging to five regions of Chile who were choosing a school under the new school admission system. Our findings underline that—while families tend to agree with the principle of equal formal opportunities in the school admission field—the reform brings in a set of moral dilemmas and competing notions of justice that encompass its different components. Based on these findings, we shed light on the distance between policy intention and interpretation, and between abstract conceptualizations of justice in educational policies and what counts as just policies in families’ views. In addition, we outline a set of implications for justice-oriented reforms worldwide.

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“…From an educational policy perspective, teacher preparation programs and education scholars must continue to prepare prospective teachers to face changing school demographics with the most diverse student populations. Unfortunately, the focus of education reform policy changes has exacerbated current issues in areas such as standardization (Au, 2022), teacher accountability (Cochran-Smith, 2021), school choice and vouchers (Dixson et al, 2019), and fiscal responsibility (Farmer & Weber, 2022). I argue that social justice pedagogical practices are critical to teacher preparation policy and may enhance the learning outcomes of most students.…”

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confidence: 99%

Status Quo or Innovation? Transforming Teacher Education in Hostile Times

Brown

2024

Educational Policy

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Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.

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Critical Perspectives on School Choice

Cited by 4 publications

References 1 publication

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

School admissions and educational justice: Parents' moral dilemmas facing the new Chilean school admission system

Status Quo or Innovation? Transforming Teacher Education in Hostile Times

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