Social justice and education in the public and private spheres

Power, Sally; Taylor, Chris

doi:10.1080/03054985.2013.821854

Cited by 24 publications

(11 citation statements)

References 25 publications

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“…Families' reasons for choosing private or religious schools and the impact of school choice on both educational outcomes and equity are hotly debated in the literature (see, for example, Ashley et al 2014;Tooley and Longfield 2015). The debate is often linked to political arguments around the role of the state and privatization (Henig 1995;Power and Taylor 2013).…”

Section: Global Literature On School Choicementioning

confidence: 99%

Constrained school choice in Egypt

Krafft

Elbadawy

Sieverding

2019

International Journal of Educational Development

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This paper examines patterns of school choice in Egypt from primary through higher education. We use a mixed-methods approach that combines survey data with qualitative in-depth interviews to explore schooling decisions. Some private and religious schools exist, but we find that in most geographic areas school "choice" at the pre-university level is effectively limited to public schools-despite their inadequate quality. Although there has not been much change in the attendance of private schools at the pre-university level, we find that attendance of private higher education institutions has increased over time. Azhari (Islamic religious) school attendance at the pre-university level has increased over time as well, possibly indicating a reaction to the low quality of public schools. Overall, when choices are available, families still tend to prefer public schools due to their low cost, though private and religious schools are generally perceived to be of higher quality.

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Section: Global Literature On School Choicementioning

confidence: 99%

Constrained school choice in Egypt

Krafft

Elbadawy

Sieverding

2019

International Journal of Educational Development

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“…The question that remains is whether or not the concept of privatization encompasses the various frameworks and relations involving the public and private domains including the State, market agents, organized civil society or the third sector. This is complicated by the fact that there are no clear-cut definitive features or dividing lines separating the "public" from the "private" (Barroso, 2013) since they both depend on socio-political processes (Power & Taylor, 2013) that include the recent expansion of privatization and the opening of spaces for the influence and benefit of private actors in education. Nevertheless, these relations, discussed by some authors as based on the concept of 'permeability', do take on observable patterns in accordance with "certain historic, socio-political and economic conditions": conceptions of the State and its role, functions and responsibilities to society and citizens, the pathways shaping certain policies, the dominant economic formulae and trends or the democratic interplay of political actors (Tripodi & Sousa, 2018, p. 234).…”

Section: Global Trends: Governance Managerialism and Educational Inementioning

confidence: 99%

Education governance and privatization in Portugal: Media coverage on public and private education

Antunes

Viseu

2019

EPAA

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This paper aims to discuss recent changes in Portugal’s education policy. Portugal offers an interesting scenario to study the different ways the economic crisis has brought new opportunities to strengthen the privatization agenda. We specifically focus on media coverage and the contractualization of education services with private schools through ‘association contracts’. In the 1980s the Portuguese State through these contracts financed private schools to operate in areas where the public offering was insufficient, thereby ensuring the public access to education and preventing marginalization. Nowadays, however, these contracts are seen as an ideological banner both for and against education privatization. We present an empirical study based on documental analysis of 180 news articles published in the Portuguese media on the changes in the contractualization of education services. The results show two main audiences sustaining distinct societal projects, comprised of a variety of actors, who are either for or against ‘association contracts’. The actors justify their positions based on their understanding of the State’s role in providing education, the policies involving the right to education and decreasing inequalities.

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“…Other things being equal, a community is better off if it has lower unemployment rates, higher median income, lower crime rates, lower percentages of foreclosed homes, and a higher median price for its housing stock (Sharkey, 2014). We considered that having higher levels of state or national giving signaled more resources being available to support children (Power & Taylor, 2013). Consequently, an upward trend in national giving is associated with higher levels of educational opportunities.…”

Section: Elements Of the Expanded Environmental Scanmentioning

confidence: 99%

Looking Beyond School Walls: An Environmental Scan of Minneapolis Public Schools, 2004-2008

Alexander

Choi

2015

EPAA

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We provide an expanded environmental scan to assess the strengths, weaknesses, opportunities, and threats (SWOT) faced by education communities. Grounded in the literature, we identified 48 indicators and grouped them into 6 broad categories: (1) budget levels, (2) funding patterns, (3) community needs, (4) external economic conditions, (5) political culture, and (6) children outcomes. We then created sub-categories for each of these six groupings based on whether the data came from school reports, non-school, governmental data, or notfor-profit entities. From these data, we developed a template with strategic guidelines for education leaders in varying environmental contexts. The discussion integrates school finance, fiscal condition analysis, leadership and organizational research to develop a framework that is then applied to the Minneapolis Public Schools for school years 2004 through 2008. The retrospective examination supports the utility of the strategic guidelines offered in the framework. Education leaders found a mixed educational climate in Minneapolis Public Schools for the years examined. There was cause for concern in the declining revenues for children services by other governmental agencies and increasing numbers of schools not making annual yearly progress. However, there were also opportunities apparent in the number of schools that offered International Baccalaureate and other rigorous programs and the support of schools as epaa aape

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Social justice and education in the public and private spheres

Cited by 24 publications

References 25 publications

Constrained school choice in Egypt

Constrained school choice in Egypt

Education governance and privatization in Portugal: Media coverage on public and private education

Looking Beyond School Walls: An Environmental Scan of Minneapolis Public Schools, 2004-2008

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