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1.
ABSTRACT

There is not much debate regarding the Brown decision and the significance of the foundation it provided for access to equal educational opportunity and the school funding litigation movement; however, it is important to recognize that the inception of Brown can be traced back to a small rural town in South Carolina. Three years before the Supreme Court heard Brown v. Board, the legal strategy to attack separate but equal was formed in Summerton, South Carolina, with Briggs v. Elliott. Briggs was the first school funding lawsuit in South Carolina. More than 65 years after the first school funding lawsuit was filed in the state of South Carolina, rural school districts are still waiting for the state to provide adequate educational opportunity for poor, rural, mostly Black students. The schools in these districts are arguably still segregated, still unequal, and still inadequate. The purpose of this article is to examine the history and legacy of Briggs v. Elliot. The article begins with exploring the historical legal background of education finance litigation in South Carolina. This is followed by a snapshot of the prevalence of school segregation and educational inadequacies of the rural school districts represented in Briggs and recent lawsuits. Furthermore, the article discusses the role and function of the courts regarding South Carolina education, in addition to enacted legislation and the role of race. The article concludes with implications regarding policy and potential future legal strategies.  相似文献   

2.
ABSTRACT

In light of contemporary school choice proposals and the 60th anniversary of the Southern Manifesto, the Prince Edward County, Virginia public schools crisis provides interesting historical discussion. Prince Edward County (PEC), a rural community in central Virginia, was one of five school districts represented in the 1954 Brown v. Board of Education Supreme Court decision that ruled segregated public schools unconstitutional. In response to this decision, PEC closed public schools from 1959–1964 rather than desegregate them. Three other Virginia locales closed public schools to resist the desegregation mandate of Brown—Warren County, Charlottesville, and Norfolk—but none for as long as PEC. Like the 19 Senators and 82 Representatives from each of the former Confederate states who signed the Declaration of Constitutional Principles or “Southern Manifesto” and understood the Brown ruling as a violation of state’s rights, Virginia lawmakers also vowed “…to use all lawful means to bring about a reversal of this decision [Brown] which is contrary to the Constitution and to prevent the use of force in its implementation.”  相似文献   

3.
This article describes the cultural consequences of the local school closing in a predominantly black community (Centerville) as a result of desegregation policies. Based on oral accounts of community members, the author unearths the diverse functions the former all-black school used to have in the community. Furthermore, the possible reasons for the nostalgia with which the community remembers its “own” school are analyzed. It is shown why the predominantly white schools to which today's students are bused cannot possibly “pass the test” of comparison with the former community school. And finally, the article reminds us of two promises ofBrown, only one of which has been fulfilled in the case of Centerville. While racial segregation of schooling was indeed abolished in Centerville, the second promise ofBrown—providing equal educational opportunities for all children irrespective of race—remains elusive at best. And the very institution that would be central to fulfilling the second promise ofBrown—a school for which the town feels a sense of ownership—was closed for the sake of desegregation. Parts of this article have been the basis for an oral presentation at the South Atlantic Philosophy of Education Society meeting, Richmond, VA, October 1993, and are published in the SAPES Proceedings, 1993, pp. 109–114.  相似文献   

4.
Forty years afterBrown v. Topeka Board of Education, the U.S. Supreme Court's decision declaring de jure segregated schools unconstitutional, we are still seeking the full implementation of that decree. Most Americans accepted limited implementation ofBrown, and the degree of acceptance is split along racial lines. Racial dialogue has changed. White Americans, who control the desegregation process, develop integration plans to their advantage. School integration was not implemented until after passage of the 1964 Civil Rights Act and peaked in 1972. Today, school integration is declining due to a backlash, changing demographics, and declining resources. However,Brown was a success because it rid the country of legalized state segregation by race in education and in other areas of public policy. The Court could merge the equality standards ofPlessy v. Ferguson and the integration standards ofBrown to give us quality integrated education.  相似文献   

5.
Abstract

This paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings.  相似文献   

6.
ABSTRACT

In the 1954 Brown v. Board of Education case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of “a better education.” Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the Brown case was the lack of equitable resources in Black schools, and this study reignites questions about exclusion, privilege, and the choices made by Black families to receive educational equity.  相似文献   

7.
ABSTRACT

Everyone in France takes for granted the existence of compulsory school attendance (“école obligatoire”) while home education remains very exceptional. Yet school attendance is not, and has never been, legally compulsory in France. How can one explain the fact that the right to home educate is little known and practiced? This article researches how public policies may foster this widespread ignorance. Drawing mainly on archival records of French Parliament debates about compulsory instruction in 1882, 1936, and 1998, it depicts various ways for lawmakers to contribute to this ignorance.  相似文献   

8.
ABSTRACT

This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S. Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England. Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools.  相似文献   

9.

As we enter the new century, there are multiple debates about what teachers need to know, who should provide education for teachers, how teachers should be certified and licensed, and what role (if any) university-based teacher preparation should play in school improvement. The author argues that the future of teacher education in the United States depends to a great extent on the ways three fundamental questions are framed: the knowledge question, the learning question, and the outcomes question. To a great extent, the ways these questions are framed and their larger agendas for the purposes and consequences of schooling will determine the future of the field.  相似文献   

10.
Abstract

Parental collaboration is both promoted for enhancing children’s performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children’s school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school.  相似文献   

11.
ABSTRACT

In severing the link between residential address and school assignment, school choice policies have the potential to decrease school segregation and increase educational equity. Yet this promise is undermined when school choice creates greater opportunity for those who are already privileged while limiting access to students from historically marginalized groups. This study combines data from a new survey of local open enrollment policies in Metro Detroit, student-level administrative records, and geographic data to critically analyze the local discretion provided in Michigan’s interdistrict school choice policy in relation to the goals of access to schools of choice, desegregation, and educational equity. I found that local school districts implement provisions of state policy in ways that restrict access to Black and economically disadvantaged students while creating pathways of opportunity for others. Districts are incentivized to implement these restrictions because of the inequities built into the state school funding formula and the racialized geography of Metro Detroit that is mechanized in district and county boundaries to restrict access. This study has implications for the regulation of local school choice markets and the role they play in increasing equitable public school opportunities.  相似文献   

12.
ABSTRACT

This article examines how representations of Islam in the media influence religious education. Reporting from a case study of religious education in an upper secondary school in Norway, the article analyses the way aspects of Islam are approached and structured by ongoing media debates. Based on research into media coverage of Islam in Norway, the article argues that when teachers adopt the polarized structure of media debates, they also come to privilege the more extreme actors in their teaching. Although the debates commonly present opposing views in order to give a balanced representation of the issue, the observed lessons often revolve around the most controversial side of the debate. This happens through what is called binary teaching and negative identification. In this way, lessons aimed at nuancing what is seen as biased media coverage of Islam, favouring controversial issues and extremism, may come to revolve around these same issues. The article claims that religious education in some instances reinforces the strong focus on controversial issues prominent in media coverage, confirming the ‘normality’ of extremism in Islam.  相似文献   

13.
《教育政策杂志》2012,27(1):68-94
ABSTRACT

Oslo introduced a combination of school choice, per capita funding, balanced management and accountability in their public schools. Recent studies point out that this has increased segregation. In this study, teachers have been interviewed about their experiences. Bernstein´s classification and framing tools have been used to analyse the consequences for schools and relations between schools and parents/students. ´Marginalised´ and ´privileged´ schools find themselves in negative and positive spirals when it comes to popularity. These spirals are classed, raced and, (in upper secondary school), also gendered. Since attracting the ´right´ students and avoiding getting the ´wrong´ ones is essential for both school categories, school choice creates a mutual interest between the school and privileged parents/students in fortifying the latter´s voice. Three findings are especially interesting: 1. Cream skimming occurs in undersubscribed schools in a strictly public-school context. 2. School choice affects internal priorities in marginalised schools so that segregation at the class level increases, thus the educational context may be more segregated than what is indicated by school level information. 3. School choice increases segregation in the local communities, as two schools near each other may have very different student compositions. Segregation is thus not only explained by segregated housing.  相似文献   

14.
Abstract

This article is the first part of a debate with David Hargreaves about the ideas expressed in his article ‘Diversity and choice in school education: a modified libertarian approach’. It discusses the difficulties of using cost‐benefit analysis in education, examines in detail some of the documents on which Hargreaves's argument is based and traces the development of policy on school choice. It is argued that policy on choice must be understood within a consideration of the wider social and political context in which that policy has arisen. The article then documents the various new forms of selection that have accompanied increased choice and considers problems of social segregation. The article concludes with suggestions on how the system might be reformed.  相似文献   

15.
ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.  相似文献   

16.
ABSTRACT

A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access.  相似文献   

17.
ABSTRACT

In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on data from Around the Toilet, a collaborative research project with queer, trans and disabled people (aroundthetoilet.wordpress.com) to critically interrogate this work. In doing this we consider ‘toilet training’ as a form of ‘civilisation’, that teaches lessons around identity, embodiment and ab/normal ways of being in the world. Furthermore, we show that ‘toilet training’ continues into adulthood, albeit in ways that are less easily identifiable than in the early years. We therefore call for a more critical, inclusive, and transformative approach to school toilet research.  相似文献   

18.
The Brown v. Board of Education decision remains one of the most important legal decisions in history. Although there were local schemes used to avoid desegregating public schools after the decision, black students experienced declining segregation from the 1950s to the late 1980s. During the 1990s, however, a series of Supreme Court decisions stymied desegregation efforts. As a result, some scholars would argue that many of the changes that Brown began are now becoming undone. Given this reality, the 50th anniversary of Brown will not be as celebratory as it might have been. This article examines the impact of Brown and its progeny.  相似文献   

19.
In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in one English village, it explores the ways in which parents engage with primary school choice. The research draws on Bourdieu's interrelated concepts of field, habitus and capital to discuss how the dispositions and resources parents had impacted upon the school choices they made. In presenting its findings, the paper distinguishes between the long-term residents (villagers) and more recent arrivals (newcomers) to suggest a differentiated commitment to place and schooling.  相似文献   

20.
Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement.  相似文献   

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