Is the Outcry for More Pilot Schools Warranted? Democracy, Collective Bargaining, Deregulation, and the Politics of School Reform in Boston

Knoester, Matthew

doi:10.1177/0895904809351691

Cited by 14 publications

(7 citation statements)

References 30 publications

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“…Touted as entities to improve schools, the expansion of charter schools has resulted in the reallocation of funding from public schools, leaving many public schools, particularly urban public schools, seriously underfunded (Berends 2014;Knoester 2011;Miron, Horvitz & Gulosino 2013). In our current educational milieu, SoC are disproportionately segregated in underfunded urban schools, which has led parents be swayed by the false promises of charter schools (Beese and Martin, 2016).…”

Section: Unintended? Effects Of Brownmentioning

confidence: 99%

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Martin¹,

Brooks²

2020

Educational Considerations

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Although integrated education is not a panacea, diverse learning environments benefit all students, helping children to develop cross-cultural understanding, lessen bias and prejudice, and promote civic participation (George and Darling-Hammond 2019 para. 1) All our silences in the face of racist assault are acts of complicity-bell hooks 1 Brown v. Board (1954) Between 1939-1940, prior to the Brown decision, white teachers were paid approximately 80% more than their Black counterparts, particularly in segregated states (Beezer 1986). According to Beezer (1986), the "NAACP began its legal efforts to equalize the salaries of black and white teachers in those states that maintained segregated schools" (p. 201). Despite the inequalities of "separate but equal," Black students were, largely, educated in schools with teachers who understood their culture, believed in, cared about, and fought for their success, and served as role models and mentors, while being subjected to substandard facilities, materials, and resources. The Brown decision was an implicit reversal of Plessy v. Ferguson (1896), which upheld the constitutionality of segregation based upon race for public facilities, so long as "separate but equal" facilities were in place. Brown effectively found that Plessy's "separate but equal" doctrine within educational facilities was unconstitutional. The Brown decision argued that Black children were inherently harmed by segregation, and that their separation from white children contributed to low self-esteem that would follow them for their entire lives. According to Howie (1973), the Brown court argued for several "intangible" factors, such as the damage that educational segregation causes Black children: To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone. (Brown v. Board of Education 1954) Influential to the Brown decision was the Clarks' doll experiments of the 1940s. Kenneth (1914-2005) and Mamie (1917-1983) Clark were a married team of African American psychologists, active in the civil rights movement, and perhaps most famous for using dolls to assess children's feelings about race. As cited in the Brown decision:

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Section: Unintended? Effects Of Brownmentioning

confidence: 99%

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Martin¹,

Brooks²

2020

Educational Considerations

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“…In terms of areas where neoliberalism is seen to be doing its work, our review indicates that researchers are looking for the footprints of neoliberalism in a few specific directions. These include investigating how neoliberalism is shaping efforts to improve schools (Knoester, 2011) and impacting school/community relationships (Edmondson, 2001). Finally, we found a few researchers who were more interested in exploring what teachers and students were doing in response to the influence of neoliberalism in their lives.…”

Section: Finding Neoliberalismmentioning

confidence: 99%

Contours of neoliberalism in US empirical educational research

2017

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Neoliberalism has an enormous influence on P-12 education in most industrial societies. In this integrative, theoretical literature review, we surveyed the journal articles on neoliberalism in US-based educational research to better understand how neoliberalism has been conceptualized in this body of work and to offer implications for future research on neoliberalism and education. We drew on Foucauldian discourse theories to conduct an analysis of peerreviewed studies of American P-12 contexts to consider how researchers' depictions of neoliberalism have shaped the discourse of neoliberalism in education and contributed to particular ways of thinking and responding to neoliberalism in the U.S. The resulting analysis describes the topics addressed in the data, the definitions of neoliberalism presented across the studies, the application of neoliberalism to phenomena, and the depth of attention to neoliberalism in the research. The authors contend that future research must consider and document how historically situated and contradictory elements of a "rascal" discourse like neoliberalism interacts with existing discourses to impact life in ways that subjugate but may also create recuperative spaces for hope and creative resignification.

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“…At the same time, there has been an increase in school choice schemes and greater pressures placed on schools to increase test scores. These laws have facilitated segregation even within integrated cities and neighborhoods (Frankenberg, Siegel-Hawley, and Wang 2011;Garcia 2008;Glenn 2011;Knoester 2011;Wells 2002).…”

Section: White Resistance To Desegregation and Racial Equalitymentioning

confidence: 99%

Standardized testing and school segregation: like tinder for fire?

Knoester

2015

Race Ethnicity and Education

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Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegregation plans, along with the increase of school choice plans. We then analyze these effects in light of the ways that high-stakes standardized testing has grown in importance and intensity in US education policy and practice, especially during the most recent period of school re-segregation. Based on the evidence we argue that the intrinsic features of high-stakes testing, combined with current systems of school choice, function as mechanisms used for racial coding that facilitate segregation and compound inequalities found in schools.

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Is the Outcry for More Pilot Schools Warranted? Democracy, Collective Bargaining, Deregulation, and the Politics of School Reform in Boston

Cited by 14 publications

References 30 publications

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Contours of neoliberalism in US empirical educational research

Standardized testing and school segregation: like tinder for fire?

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