Kerry Kretchmar
Datos Biográficos
| ID | 5740674 |
|---|---|
| NOMBRE | Kerry Kretchmar |
| NOMBRES | Kerry |
| APELLIDO | Kretchmar |
| FIRMA | KRETCHMAR K |
| AFILIACIONES | Carroll University |
| ORCID | 0000-0002-2806-6066 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 72 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
“Bearing witness”
This article situates Geneva Gay’s scholarship in the historical and contemporary contexts of multicultural education. Specifically, we discuss how Geneva Gay’s scholarship in culturally responsive research has advanced the theory and praxis of multicultural education. Additionally, because Geneva Gay is an actor and a revolutionary, we share with readers our inquiries into the multiethnic curriculum she created for us all in scholarly and colleg…
Recasting the Pitfalls of Experience in Teacher Preparation for the Current Context
In 1985, Sharon Feiman-Nemser and Margret Buchmann published the foundational article, “The Pitfalls of Experience in Teacher Preparation,” describing three primary pitfalls in teacher learning: (1) familiarity, (2) two worlds, and (3) cross-purposes. As three teacher educators, we find that the pitfalls remain salient 40 years later, and we note both continuity and change. Here, we argue that revisiting these pitfalls 40 years later enables us t…
“Parents Care Deeply about Their Kids’ Education, but Perhaps Not so Deeply about the Education of Other People’s Kids”
Parents make choices about their children’s education within a neoliberal, racist system. Measurable metrics are used to evaluate school quality within a competitive, market-based system, yet those indicators often do not align with parents’ definitions of a good school, and they obscure the role of race. This paper examines how white, privileged parents understand school quality and justify their educational decisions, illuminating how white par…
Neoliberalism, Covid, anti-science, and the politics of school reopening
This paper explores the politicization of school reopenings in two swing states against the backdrop of rising COVID cases, public health warnings, and the hyper-partisan weaponization of “choice” rhetoric by parents to send children back into school. Rhetoric surrounding parental choice partnered with economic considerations placed significant pressure on school boards to navigate their reopening plans from a partisan frame of reference. We expl…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
The Revolution Will Be Privatized
Democracy (In)Action
In this article, I serve as a secretary for the critical policy analysis presented by hundreds of teachers, parents, students, and community members during 19 public hearings on school closures in New York City. In testimony at hearings, community members rejected the narrow, statistical approach they felt the Department of Education was using to develop policy. They examined the stated motives for school closures, the terms on which school closu…
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
Democracy (In)Action
In this article, I serve as a secretary for the critical policy analysis presented by hundreds of teachers, parents, students, and community members during 19 public hearings on school closures in New York City. In testimony at hearings, community members rejected the narrow, statistical approach they felt the Department of Education was using to develop policy. They examined the stated motives for school closures, the terms on which school closu…
The Revolution Will Be Privatized
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
The Revolution Will Be Privatized
Democracy (In)Action
In this article, I serve as a secretary for the critical policy analysis presented by hundreds of teachers, parents, students, and community members during 19 public hearings on school closures in New York City. In testimony at hearings, community members rejected the narrow, statistical approach they felt the Department of Education was using to develop policy. They examined the stated motives for school closures, the terms on which school closu…
Neoliberalism, Covid, anti-science, and the politics of school reopening
This paper explores the politicization of school reopenings in two swing states against the backdrop of rising COVID cases, public health warnings, and the hyper-partisan weaponization of “choice” rhetoric by parents to send children back into school. Rhetoric surrounding parental choice partnered with economic considerations placed significant pressure on school boards to navigate their reopening plans from a partisan frame of reference. We expl…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
“Parents Care Deeply about Their Kids’ Education, but Perhaps Not so Deeply about the Education of Other People’s Kids”
Parents make choices about their children’s education within a neoliberal, racist system. Measurable metrics are used to evaluate school quality within a competitive, market-based system, yet those indicators often do not align with parents’ definitions of a good school, and they obscure the role of race. This paper examines how white, privileged parents understand school quality and justify their educational decisions, illuminating how white par…
Recasting the Pitfalls of Experience in Teacher Preparation for the Current Context
In 1985, Sharon Feiman-Nemser and Margret Buchmann published the foundational article, “The Pitfalls of Experience in Teacher Preparation,” describing three primary pitfalls in teacher learning: (1) familiarity, (2) two worlds, and (3) cross-purposes. As three teacher educators, we find that the pitfalls remain salient 40 years later, and we note both continuity and change. Here, we argue that revisiting these pitfalls 40 years later enables us t…
“Bearing witness”
This article situates Geneva Gay’s scholarship in the historical and contemporary contexts of multicultural education. Specifically, we discuss how Geneva Gay’s scholarship in culturally responsive research has advanced the theory and praxis of multicultural education. Additionally, because Geneva Gay is an actor and a revolutionary, we share with readers our inquiries into the multiethnic curriculum she created for us all in scholarly and colleg…
Law (6 obras) · Political science (6 obras) · Sociology (6 obras) · Pedagogy (5 obras) · School Choice and Performance (5 obras) · Politics (4 obras) · Public Administration (4 obras) · Charter (3 obras) · Diverse Education Studies and Reforms (3 obras) · Law (3 obras)