The geography of school choice in a city with growing inequality: the case of Vancouver

Yoon, Ee‐Seul; Lubienski, Christopher; Liu, Jin

doi:10.1080/02680939.2017.1346203

Cited by 34 publications

(24 citation statements)

References 27 publications

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“…These studies have tended to focus on how the perspectives of families are shaped by their positionalities, opportunities, and constraints in school choice arrangements (e.g., Alegre & Benito, 2012; André-Bechely, 2007; Bonal & Zancajo, 2018; Gaztambide-Fernandez, VanderDussen, & Cairns, 2014; Leyton & Rojas, 2017; Reay, 2007; Vincent, Braun, & Ball, 2010; Yoon, 2016; Yoon & Lubienski, 2017). A number of studies highlight how White middle-class families disproportionately reap the rewards of school choice (e.g., Ball, 2003; Ball, Bowe, & Gewirtz, 1995; Cooper, 2007; Cucchiara, 2013; Gulson, 2007; Jessen & DiMartino, 2016; Niesz, 2010; Reay, 2004; Scott, 2013; Yoon & Gulson, 2010; Yoon, Lubienski, & Lee, 2018).…”

Section: Sociology Of Education and School Choice Policies And Practicesmentioning

confidence: 99%

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

et al. 2019

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The introduction to the Yearbook provides an overview of the global context of school choice policies and practices, trends in research and reform, and extant knowledge about research on school choice that draw upon the sociology of education. The article also highlights the contributions of the papers included in the Yearbook. The co-editors explain how the studies engage, complement, and extend existing streams of literature by bringing together a collection of contemporary sociological studies from the United States and other countries that illuminate understudied aspects of school choice reform policies, practices, and politics from across the globe. The Yearbook aims to raise the international profile of sociological research on school choice, and document how school choice policies and programs can be understood through a sociological lens, with a focus on how stakeholders perceive, experience, and respond to these reforms in local settings. This Yearbook also offers directions for future studies.

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Section: Sociology Of Education and School Choice Policies And Practicesmentioning

confidence: 99%

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

et al. 2019

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“…Indeed, there have been increased calls for moving beyond post-post-positivistic geospatial research and toward more mixed and qualitative methods (Elwood & Cope, 2009; Lubienski & Lee, 2017; Yoon & Lubienski, 2018), as well as the application of critical perspectives in GIS research (Hogrebe & Tate, 2012; Jabbar et al, 2017; Yoon, Gulson, & Lubienski, 2018). Those calls are now being answered, and more qualitative GIS studies have emerged (Bell, 2007; Jabbar et al, 2017; Yoon, Lubienski, & Lee, 2018), including “participatory GIS” (Dunn, 2007; Elwood, 2006; Weiner & Harris, 2008; Yoon & Lubienski, 2018), those that engage marginalized communities and their members (Ghose & Welcenbach, 2018; Hogrebe & Tate, 2012; Kwan & Ding, 2008), or those that are emancipatory in nature (Sui, 2015). Mixed-method approaches invite both etic and emic perspectives, giving deeper accounts of “place” and pushing GIS research to consider not only multiple ways of knowing but also multiple ontologies.…”

Section: Overview Of Gis Analytic Techniquesmentioning

confidence: 99%

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity

Cobb¹

2020

Review of Research in Education

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A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.

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“…Í erlendum rannsóknum hefur komið í ljós að afnám hverfistengingar og markaðsvaeðing skólavals ýti undir aukið stigveldi skóla og stéttskiptingu meðal nemenda (Arnesen, Lahelma, Lundahl og Öhrn, 2014;Ball, 1993;Orfield og Frankenberg, 2013;Yoon, Lubienski og Lee, 2018;Dovemark o.f l., 2018). Frelsi til að velja sér skóla eykst ekki nema hjá hluta nemenda, þeim sem eru sterkir námsmenn og þeim sem hafa sterka félags-, menningar-og efnahagslega stöðu (Klett-Davies, 2010).…”

Section: Inngangurunclassified

Ólíkur félagslegur og menntapólitískur veruleiki íslenskra framhaldsskóla: Nám til stúdentsprófs í 20 ár af sjónarhóli framhaldsskólakennara og -stjórnenda

Bergsdóttir¹,

Magnúsdóttir²

2020

Netla

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Lengi framan af var framhaldsskólamenntun til stúdentsprófs aðeins fyrir fáa útvalda úr efri lögum samfélagsins. Með tímanum jókst aðgengið og nú er framhaldsskólum á Íslandi skylt að mennta öll ungmenni undir 18 ára aldri sem lokið hafa grunnskólaprófi. Stór hluti þeirra þreytir stúdentspróf. Nám til stúdentsprófs hefur þróast og breyst undanfarna áratugi og þar kemur ekki eingöngu til stækkandi hópur nemenda sem sækja framhaldsskólann heldur ekki síður tilteknir alþjóðlegir menntastraumar og samfélagsbreytingar sem hafa sett mark sitt á kerfið. Þessar breytingar hafa snert framhaldsskólana og starfsaðstæður innan hvers þeirra en þó með misjöfnum hætti. Með þessari rannsókn var ætlunin að skoða starfsaðstæður kennara og stjórnenda; a) hvort og þá hvernig þær hefðu breyst á 20 ára tímabili, b) hvort og þá hvernig hugmyndir viðmælenda mörkuðust af ólíku félagslegu samhengi og markaðsstöðu skóla og c) hvort munur væri á upplifun kennara annars vegar og stjórnenda hins vegar. Rannsóknin byggðist á einstaklingsviðtölum við átta reynda kennara og stjórnendur í fjórum íslenskum framhaldsskólum. Val á framhaldsskólum í rannsókninni miðaðist við skóla með annaðhvort hátt eða lágt höfnunarhlutfall við inntöku. Í ljós kom verulegur munur milli skóla eftir höfnunarhlutfalli. Stefnubreytingar stjórnvalda varðandi styttingu og fræðsluskyldu orkuðu ólíkt á skóla eftir markaðsstöðu þeirra þó að allir viðmælendur hafi verið neikvæðir gagnvart henni. Hins vegar voru aðrar breytingar sem orkuðu með svipuðum hætti á viðmælendur, eins og aukið álag og foreldrasamstarf og almenn ánægja með hækkun sjálfræðisaldurs. Munur á skoðunum og viðhorfum kennara og stjórnenda var lítill og frekar að skoðanir væru skiptar milli skóla en milli viðmælenda innan sama skóla.

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The geography of school choice in a city with growing inequality: the case of Vancouver

Cited by 34 publications

References 27 publications

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity

Ólíkur félagslegur og menntapólitískur veruleiki íslenskra framhaldsskóla: Nám til stúdentsprófs í 20 ár af sjónarhóli framhaldsskólakennara og -stjórnenda

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