Race,Choice and Richmond Public Schools: New Possibilities and Ongoing Challenges for Diversity in Urban Districts

Several contemporary demographic trends suggest that school systems in America’s central cities, typically characterized by high levels of racial and economic isolation, are being presented with new opportunities to create quality, diverse schools. Still, numerous obstacles linger. Using multiple sources of data and innovative mapping tools, this case study explores an urban district experiencing population growth and change and several different manifestations of school choice. Analyses indicate that levels of black-white elementary school segregation have risen rapidly over the past two decades, and now surpass residential segregation levels. The increase in school segregation has occurred alongside a district policy emphasis on both choice and neighborhood schools. While the current elementary school zones present a number of opportunities for further racial and economic diversity, high shares of students transferring out of their zone—either to another setting in the district or to a private school—undermine those possibilities. The example of Richmond, Virginia has important policy implications for countless other urban districts grappling with demographic shifts and the growth and popularity of school choice. Both trends offer crucial possibilities for central city school systems, but without careful attention to policy, will likely result in further stratification.     

算法教育治理：技术逻辑、风险挑战与公共政策

智慧学习、智慧课堂、智慧校园等智慧教育的具象形态,从本质上来说,就是算法学习、算法课堂、算法校园,这也使得算法教育治理日益成为教育现代化进程中不可忽略的研究议题。遵循"技术逻辑→风险挑战→公共政策"的分析框架对算法教育治理进行系统探讨,发现由于数据鸿沟、算法黑箱、效率优先等众多因素的复合影响,导致算法教育存在自我强化偏差、技术控制困境、主体性危机等治理难题,也让教育公平、教育平等、教育效率等传统议题在"互联网+教育"时代显得更加突出。为规避只注重相关关系描述,而不重视因果关系研究的算法给教育带来的风险挑战,可从算法教育基础的数据正义、算法教育程序的合理公开、算法教育结果的有限使用等三个层面开展对算法教育治理的公共政策选择,以更好地推动人工智能在实现发展更加公平更有质量教育过程中的重要作用。     

Organizing for Urban Education in the New Public Square: Using Social Media to Advance Critical Literacy and Activism

The Urban Review - In this paper, we draw upon data from a multi-year, ethnographic case study of a community-based organization in Detroit, Michigan to consider how the organization has used...     

教育政策空间：必要性、产生根源与社会诉求

从教育事业发展、教育政策学科发展和教育政策制订本身出发,对教育政策空间的理论研究是非常必要的;教育政策空间产生的原因是由于教育政策价值取向多元性、不确定性和外溢性所决定的。教育政策空间要求教育政策的主体必须做到有效的政策知识学习和抓住教育政策的有效时机。     

Fulfilling Their Dreams: Marginalized Urban Youths' Perspectives on a Culturally Sensitive Social and Emotional Learning Program

A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, &; Schellinger, 2011 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., &; Schellinger, K. B. (2011). The impact of enhancing student's social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these competencies. This study illuminates the perspectives of 9 African American youth at risk for academic failure taking part in the Fulfill the Dream (FTD) program. FTD is a social and emotional learning curriculum emphasizing social justice and critical consciousness through the utilization of hip-hop culture. Information regarding the nature of the collaboration of this research project and recommendations for education professionals working with marginalized youth are discussed.     

Nonformal Education, Distance Education and the Restructuring of Schooling: Challenges for a New Basic Education Policy

This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within.     

Nonformal Education,Distance Education and the Restructuring of Schooling: Challenges for a New Basic Education Policy

This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within.     

Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education

Posing an alternate view to high stakes educational models, the thoughts, opinions and practices of four poetry educators are used to provide critical insights as how to infuse creative outlets in the educational process. In gathering the motivations of these poetry educators, a goal of this project is to encapsulate their philosophies through researcher observation and participation. Engaging such work with social justice at the center creates a particular disposition. It can be subjective in the sense that an understanding of improvement requires an explicit commitment to the improvement of the lives of young people in education through a participatory process.David Stovall is an Assistant Professor of Policy Studies.     

Finding a Golden Mean in Education Policy: Centering Religious and Public Schools

The separation between Church and State, private and public education, is blurring, and coming together, as the government gives families vouchers to attend private and religious schools. Religious groups are starting and supporting their own charter schools, and local jurisdictions (cities and counties) are providing free transportation and food services to children attending private schools. What emerges, and is the focus of this analysis, is the new “middle ground,” a “golden mean,” by which public schools learn diversity and choice while private/religious schools are helped by public programs and funds. The oldest, perhaps, was Lyndon Johnson's compromise with the Catholics to get Title 1 passed as part of the Elementary and Secondary Education Act that sends public school teachers into private schools to help children in need. This study examines the emergence of a middle group in public–private education, and how the policies are working and what's changing. It argues that the child is the center of education, and government and private agencies are changing and should come together to serve the clients, the children.     

新型城镇化背景下义务教育基本公共服务均等的现实困境与政策构想

人的城镇化是新型城镇化的核心内涵。实现人的城镇化,义务教育基本公共服务均等供给至关重要。目前,我国义务教育基本公共服务不均等现象十分严重:公共教育财政分配不均问题依然突出;办学条件等硬件设施资源占有不均现象非常明显;教育中的"遗忘"和"差别"对待问题普遍存在。义务教育基本公共服务均等的实现,必须强化政府责任深化基本公共服务体制改革;激发教育部门智慧创新教育管理方式;转变学校定位,注重受教育过程中的公平参与和均等发展。     

Youth Oppression as a Technology of Colonialism: Conceptual Frameworks and Possibilities for Social Justice Education Praxis

In this article, we conceptualize youth oppression as a social justice issue using SJE frameworks including Adams’ levels of oppression, Bell's defining features of oppression, Hardiman et. al.'s matrix of oppression, Young's Five Faces, and Love's internalized oppression. We examine youth as a social identity group, and youth oppression as a mechanism through which the roles of dominant and subordinate are installed on all humans, and through which we are socialized to participate in the maintenance and perpetuation of other forms of oppression.

This conceptualization of youth oppression is rooted in examination of discourses that create childhood as a subordinate social status in relation to adults, and parallels with certain discourses of colonialism. Examination of parallels between discourses that create childhood and some of the discourses of colonialism illuminate youth oppression as a technology of colonialism. Colonialism, a complex oppressive system operating on multiple levels, maintains unequal, hierarchical relationships. Examining colonialism provides a lens through which to view the broader systemic and global connections that formulate oppression. The relationships within which youth oppression occurs often obscures these systemic, multi-level global connections.

We propose youth oppression as a generative theme in social justice praxis. Implications include transforming how we conceptualize, contextualize, and strategize SJE praxis, and changing how we think about the oppression of humans and possibilities for liberation.