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Reframing community (dis)engagement: the discursive connection between undemocratic policy enactment, minoritized communities and resistance
Journal of Education Policy ( IF 3.000 ) Pub Date : 2020-06-14 , DOI: 10.1080/02680939.2020.1777467
James S. Wright 1 , Taeyeon Kim 2
Affiliation  

ABSTRACT

While studies have examined leadership efforts to improve community engagement, less is known about how deeply rooted structured discourses, systems, and practices influence leadership actions and responses from communities. Deficit approaches to educational policy reform are pervasive in the most historically marginalized communities and school districts in the United States (US). Drawing on critical policy analysis, this study examines a disengaged school district’s leadership of a Federal School Turnaround Policy from the perspectives of minoritized communities in an urban US school district. We analyzed deficit policy discourses, its enactment, and leadership practices using interview data and archived documents. This study found pathological discourses and deficit frames of minoritized communities, embedded in policy enactment, which directly led to leadership practices resulting in community resistance. In this way, we (re)frame disengaged school leadership; the resistance and the tension in response to pathological and deficit structures and ideologies as, at minimum, healthy attempts of redistributing justice and democracy. In addition, our findings highlight that discourses and enactment of turnaround school reforms were intertwined with undemocratic and racialized practices.



中文翻译:

重构社区(脱离)参与:不民主的政策制定、少数群体和抵抗之间的话语联系

摘要

虽然研究已经检查了领导力为提高社区参与度所做的努力,但对于根深蒂固的结构化话语、系统和实践如何影响领导力行动和社区的反应,人们知之甚少。在美国(US)历史上最边缘化的社区和学区,教育政策改革的赤字方法普遍存在。本研究利用批判性政策分析,从美国城市学区的少数族裔社区的角度考察了一个脱离接触的学区对联邦学校周转政策的领导。我们使用访谈数据和存档文件分析了赤字政策论述、制定和领导实践。这项研究发现了嵌入在政策制定中的少数族裔社区的病态话语和缺陷框架,这直接导致了导致社区抵制的领导实践。通过这种方式,我们(重新)构建脱离的学校领导;对病态和缺陷结构和意识形态的抵抗和紧张至少是重新分配正义和民主的健康尝试。此外,我们的研究结果强调,扭转学校改革的话语和制定与不民主和种族化的做法交织在一起。

更新日期:2020-06-14
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