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OverviewShows how education reforms take place within cauldrons of political interests and conflicting values and beliefs. Full Product DetailsAuthor: Kevin G. Welner , Jeannie Oakes , Martin LiptonPublisher: State University of New York Press Imprint: State University of New York Press Dimensions: Width: 15.20cm , Height: 2.50cm , Length: 22.90cm Weight: 0.454kg ISBN: 9780791451281ISBN 10: 0791451283 Pages: 333 Publication Date: 20 September 2001 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of ContentsList of Figures List of Tables Foreword by Jeannie Oakes and Martin Lipton Acknowledgments Preface Part I: Courting the Courts 1. The Utopian Project: Detracking and Equity-Minded Reform 2. The Ones that Got Caught 3. Follow the Bouncing Gavel 4. Discrimination's Shadow: Inequitable Placements 5. The Importance of Judicial Values Part II: Romancing the Zone 6. Putting Reform in Context 7. When Bottom-Up Goes Belly-Up 8. Initiating Change through a Mandate 9. They Retard What They Cannot Repel: Parental and Educator Opposition 10. Tracking, Choice, and Inequity 11. Equating Black with Bad: Normative Opposition Revisited 12. Compromises and Inducements Part III: Making Mandates Matter 13. Change and Constancy 14. Reform and Opposition in Perspective 15. Third-Order Change: Modifying the Change Literature as Applied to Equity-Minded Reform Epilogue Appendices Notes Bibliography IndexReviewsBy examining the tensions that court-mandated reforms can raise among students, teachers, administrators, and parents, Welner reveals a significant wrinkle in the way educational reform is (or is not) implemented in districts and schools. - Library Journal Welner's unsettling analysis suggests modifications to influential theories and practices that often leave reformers watching helplessly as communities, courts, and schools sabotage well-intentioned, rational, but politically naive schemes for change. Welner argues for combining a nuanced awareness of local practices, a sensitivity to local norms, and the firm hand of the courts. While his recommendations frequently contradict conventional school reform wisdom, Welner grounds his unorthodoxy in powerful, first-hand observations and clear explanations, demonstrating that community resistance will almost always contort bottom-up efforts at reforms like detracking. In the end, however, we must consider even imperfect implementation of equity-minded reforms to be hopeful moments in the struggle for a more socially just society. - From the Foreword by Jeannie Oakes and Martin Lipton, coauthors of Teaching to Change the World Author InformationKevin G. Welner is Assistant Professor of Education at the University of Colorado at Boulder and a former practicing attorney. Tab Content 6Author Website:Countries AvailableAll regions |
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