中西部 "分裂性 "教育立法：批判性认识论政策分析

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Educational Policy Pub Date : 2024-07-26 DOI:10.1177/08959048241263844

Gabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart

{"title":"中西部 \"分裂性 \"教育立法：批判性认识论政策分析","authors":"Gabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart","doi":"10.1177/08959048241263844","DOIUrl":null,"url":null,"abstract":"This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"48 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Divisive” Education Legislation in the Midwest: A Critical Epistemic Policy Analysis\",\"authors\":\"Gabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart\",\"doi\":\"10.1177/08959048241263844\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.\",\"PeriodicalId\":47728,\"journal\":{\"name\":\"Educational Policy\",\"volume\":\"48 1\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Policy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/08959048241263844\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Policy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/08959048241263844","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究以访谈为基础，探讨了爱荷华州以正义为导向的 K-12 行政人员和教师如何理解近期出台的州级教育政策 H.F. 802。综合批判性政策分析和认识论正义方面的文献，我们引入了批判性认识论政策分析，以了解具有分歧的教育立法对创建公正和全纳学校的微观影响。研究结果凸显了社会政治环境的矛盾性和肤浅的公平承诺、对学校公平工作日益恶化的支持，以及在以正义为导向的教育活动中努力解决分裂和团结问题的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

“Divisive” Education Legislation in the Midwest: A Critical Epistemic Policy Analysis

This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Educational Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

11.10%

发文量

期刊介绍： Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in high education and non school settings. Educational Policy blends the best of educational research with the world of practice, making it valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students. Educational Policy is concerned with the practical consequences of policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. You"ll find that Educational Policy is an insightful compilation of ideas, strategies, and analyses for improving our educational systems.