ABSTRACT

In Arizona, the expansion and elaboration of neoliberal educational policies over the past three decades in Arizona have placed public schools and the teaching profession in precarious positions. These challenges have been compounded by the COVID-19 pandemic. Within this turbulent context, a school district in partnership with a college of education created and implemented a demonstration school aimed at re-envisioning how students learn and how teachers work. We analyse how district leaders responded to competing interests and pressures from the political environment and constituents as they designed, implemented, and expand this reform. We conclude by assessing how the features of the demonstration school, Arizona’s public schooling environment, and the uncertainties introduced by the pandemic provide affordances and challenges for the reform’s likelihood of survival.

摘要

在亚利桑那州，过去三十年来，新自由主义教育政策在亚利桑那州的扩展和制定使公立学校和教师职业处于不稳定的境地。COVID-19 大流行加剧了这些挑战。在这种动荡的背景下，一个学区与一所教育学院合作创建并实施了一所示范学校，旨在重新设想学生的学习方式和教师的工作方式。我们分析了地区领导人在设计、实施和扩大这项改革时如何应对来自政治环境和选民的竞争利益和压力。最后，我们评估了亚利桑那州公立学校环境示范学校的特点，