What's Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective

Lagana-Riordan, Christine; Aguilar, Jemel P.

doi:10.1093/cs/31.3.135

Cited by 14 publications

(9 citation statements)

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“…Like their students, professionals working in school and child welfare systems are deeply, if indirectly, affected by issues of student trauma, poverty, and other socio-economic factors such as race and ethnicity (Lagana-Riordan & Aguilar, 2009;). These factors introduce obvious issues of power and access for students and professionals in school and child welfare systems.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

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Barriers to collaboration between professionals in the school and child welfare systems are impeded by poor communication, a lack of cross-disciplinary language, and confusion regarding professional practices. This study, the Education Collaboration Project (ECP), addresses the importance of understanding school success for students in foster care through the voices and actions of the key constituent groups: students with foster care histories and professionals from the school and child welfare systems. Also included in a small component of this study were foster parents who participated via an anonymous survey. The theoretical framework combined critical pedagogy, elements of critical discourse analysis, adaptive change theory, and communities of practice (COP) theories from which an empowering intervention emerged. Within this study, the intervention was delivered through a graduate course, Connecting Public School and Child Welfare Systems to Children in Foster Care cross-disciplinary, where students with foster care histories and professionals from school and child welfare systems united in shared problem solving and action to promote school success. The methodology was predominately qualitative but was enhanced by the use of surveys and a modified Q-sort method. The study and its empowering intervention allowed for a transformative process where participants evolved from disconnected youth, school, and child welfare Education Collaboration Project (ECP) participants to collective ECP participants and finally emerged as members of the Education Collaboration-

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Section: Statement Of the Problemmentioning

confidence: 99%

Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

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“…Several authors have pointed out that NCLB cannot succeed without partnerships at all levels (Cochran-Smith and Lytle 2006;Lagana-Riordan and Aguilar 2009;Murnane and Papay 2010;Quezada 2008). Boulding's (2000) own ideas for the application of these partnerships included fostering connections with community members through interviewing, projects, mentoring, apprenticeships, and job shadowing.…”

Section: Outside Of the Box(es) Of Nclb: Examples Of Boulding's Framementioning

confidence: 99%

Elise Boulding’s work as a framework for dismantlingNo Child Left Behind: respect, solitude, imagination and partnerships

Shannon-Baker

2012

Journal of Peace Education

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This paper utilizes the work of Elise Boulding as a theoretical framework for analyzing the potentials and shortcomings of the US educational policy, No Child Left Behind Act of 2001 (NCLB). The interrelated concepts of respect, solitude, imagination, and partnerships from Boulding's scholarship are detailed. NCLB is summarized along with its historical context, based in the Elementary and Secondary Education Act of 1965, its assumptions, goals, and the arguments of supporters and critics of the policy. Examples of how Boulding's concepts are and can be employed in the US classrooms, even despite NCLB, are discussed. Concluding the paper, the contradictions between the assumptions and results of NCLB and Boulding's framework are exposed to ultimately argue that No Child Left Behind must be largely dismantled in order to honor Boulding's legacy and challenge of enabling peace.

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“…In response, this A difficulty with such a framing is that even these limited acknowledgements of emotions tend to approach emotionality in children's lives within a referential model oriented towards a modification of children's realities in order to achieve a targeted (emotional) state, rather than to attend to how children actually feel. Along with addressing children's emotions as a (potential) problem, emotions have been also shown as a means for achieving wider policy goals, such as on participation and citizenship (Brown, 2011) or education (Lagana-Riordan and Aguilar, 2009). In contrast, the chapters in the book avoid the instrumentalist attitude to emotions and seek to adopt an open approach by building accounts of children's own emotions in various policy and practical contexts.…”

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confidence: 99%

Introduction: Children’s Emotions in Policy and Practice

Blažek¹,

Kraftl²

2015

Children’s Emotions in Policy and Practice

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This edited collection focuses on children's and young people's (aged 0-25) emotions in policymaking and professional practice. It explores diverse kinds of policy and practice: from governmental policies to informal education, psychotherapy to volunteering schemes. It covers multiple substantive issues: from youth offending to nature, and from military recruitment to suicide. Critically, however, given a surge in interest in emotion, affect and feeling across several socialscientific disciplines over the past decade, the book examines the many ways in which emotions matter within these diverse contexts and forms of intervention. The chapters explore diverse forms of emotion and emotion work, including: emotions experienced during the course of professional interventions; emotions underpinning and evident (or overlooked and absent) in policy-making for children; management of young people's emotions as part of professional practice; the use of emotion to justify particular moral or political imperatives. Each chapter draws principally upon research by academics, taken from various international contexts and academic disciplines. Grounded in and developing recent theorisations of emotion and affect, the chapters draw upon rich, original empirical materials. The chapters also tease out ways in which emotions 'make space'-how emotions constitute, and are constituted by, a range of scales, places, geographical contexts, mobilities and boundaries. Finally, each chapter ends with a short bulleted list indicating key implications for policy-makers and professionals working with children and young people. They are not intended to serve as 'recommendations', rather as pointers to critical themes for consideration by those working or engaging with children and young people.

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What's Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective

Cited by 14 publications

References 0 publications

Connecting School and Child Welfare Systems to Students in Foster Care

Connecting School and Child Welfare Systems to Students in Foster Care

Elise Boulding’s work as a framework for dismantlingNo Child Left Behind: respect, solitude, imagination and partnerships

Introduction: Children’s Emotions in Policy and Practice

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