Problematizing philanthropy: how a historical study of the General Education Board in the US west puts the “social” in race and region as social constructs

Janak, Edward; Helmsing, Mark

doi:10.1080/13613324.2015.1110343

Cited by 1 publication

(1 citation statement)

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“…The lack of funding to support rural schools from philanthropy, federal and local taxes is not replaceable with grants or other means such as partnerships with business and postsecondary institutions; their small size limits federal grant eligibility, and their remote locations limits the remaining options (NASBE, 2016;Tieken, 2020). In addition, due to philanthropy's approach to the social construction of identity and their funding patterns will not alleviate rural education's funding issues (Janak & Helmsing, 2017). Moreover, educational goods and services are distributed via equality and not equity standards, which does not account for the high infrastructure costs and lack of support services (Tomlinson, 2020).…”

Section: Educational Inequities: Rural As Invisibleat the Peripherymentioning

confidence: 99%

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

Davison

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It is trite but true, success is not achieved alone. The contributions of numerous friends and family, too numerous to list here, who helped me overcome the challenges I was presented with and make progress to the successful completion of this dissertation in practice, must be acknowledged. Whether it was guiding me through the process, showing interest in my work, offering support, sharing time, making my life just a little bit easier, giving me permission to be proud of myself, or providing resources, I hold gratitude for each and every person. None-theless, there are a few people I would like to highlight.Professor Teresa Divine, JD, LLM, who offered and dedicated hours to "peek-a-boo" so that I stuck to it and took the time to write. She also made this work, academic work, not so lonely and not so isolating.Professor Delores (Kandee) Cleary, PhD, who helped me to prioritize and carve the time to write. Associate Professor Gretchen Lopez, PhD, who seeded the confidence and advanced skills I needed to be successful in research, writing, critical thinking, and academics generally.Biren (Ratnesh) Nagda, PhD, who has become a mentor and friend, pushed my thinking, skills, and practice so that they are better integrated, subsequently exposing my gaps in knowledge and implementation.Lastly, I would like to acknowledge the Graduate School of Education in the College of Professional Studies at Northeastern University. The result of designing an action research dissertation in practice program was that I had an experience that broadened, deepened, and complicated my learning beyond expectation.

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Section: Educational Inequities: Rural As Invisibleat the Peripherymentioning

confidence: 99%

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

Davison

View full text Add to dashboard Cite

show abstract

Problematizing philanthropy: how a historical study of the General Education Board in the US west puts the “social” in race and region as social constructs

Cited by 1 publication

References 10 publications

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

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