ERIC Number: EJ1158149
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-9232
EISSN: N/A
Evading Equity: Principal Autonomy under the Bloomberg-Klein Market Regime
Lewis-Durham, Tiffanie C.
eJEP: eJournal of Education Policy, spec iss p1-19 2015
Using New York City schools as a case study, this study draws on interview data from principals, district consultants and administrators, and principal's union representatives to explore the relationship between market-based reform and colorblindness in educational policy. The study is informed by colorblindness theory, which explores the subtle and unconscious ways equity oriented goals are undermined. I also draw on urban regime theory, which highlights the ability of political, private, and other local actors to use resources and power to build coalitions. Results reveal market-based regimes, supported by business and political partnerships, are likely to relegate issues of equity to the periphery while they focus on privatizing decision-making and shaping schools to reflect market place values.
Descriptors: Principals, Professional Autonomy, Case Studies, Interviews, Urban Schools, Administrator Attitudes, Social Justice, Educational Policy, School Districts, Qualitative Research, Empowerment, Privatization, Barriers, Educational Change, Consultants, Educational Practices, Elementary Secondary Education, Educational Administration, Commercialization, Grounded Theory
Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A