ERIC Number: EJ772470
Record Type: Journal
Publication Date: 2006
Reference Count: 28
When Labeling Leads to Revenue Generation: A Socio-Cultural Analysis of the Dark Side of Funding Protocols
Goddard, J. Tim; Foster, Rosemary Y.
Exceptionality Education Canada, v16 n1 p45-69 2006
In this paper we examine the contention that many schools and school boards use funding generated from testing and coding of students with special needs as a means of augmenting general operating revenues. As a result, students with special needs do not receive the full benefit of the monies received for individualized programs. The article draws upon empirical studies conducted in four Albertan schools. First we describe the climate of accountability that exists in the province, and then we consider both demographic changes and the normalization of coding practices that are happening in Alberta. Following a discussion of social and cultural capital theory, we introduce the four schools, which are drawn from three distinct environments: northern, rural, and urban. We then discuss our findings, focusing especially on unproblematized coding practices and the challenges of special education. We conclude by arguing that educators need to resist the tendency for elements of political and economic capital to dominate those of social and cultural capital, and echo Starratt's (2003) call for the development of a climate of care and responsiveness in schools.
Descriptors: Foreign Countries, Special Needs Students, Individualized Programs, Educational Finance, Accountability, Social Capital, Sociocultural Patterns, Politics of Education, Data Analysis, Coding, Demography, Funding Formulas, Elementary Secondary Education
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: firstname.lastname@example.org; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada