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ERIC Number: EJ1100255
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: EISSN-1740-2743
Dispossessing Educational Equity: A Critical Exploration of California's Community College Student Success Act
Grigorieff, Matt
Journal for Critical Education Policy Studies, v14 n1 p144-166 Mar 2016
As a result of the economic recession, the State of California has set in motion new policies for its community college system known as the Student Success Act, fundamentally altering open-access (Yamagata-Noji, 2014; Bennett et. al. 2013). Individuals most vulnerable to the policy shift are under-represented college students who constitute the greatest number of low-income and first generation students in the community college system (Provasnik & Planty, 2008). Fundamentally, this policy shares continuity with No Child Left Behind which scholars have described as an "act of whiteness" (Broderick & Leonardo, 2011). A critical analysis finds that the formation of such policies as hegemonic "common sense" (Gramsci, 1971) is perpetuated through the framework of social efficiency theory (Taylor, 1911). One strategy for challenging the oppression of the Student Success Act is the application of standpoint epistemology (Smith, 1987) to raise awareness from the location of students negatively impacted by the reform.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001