Wallace Foundation Distinguished Lecture Education Reform, Past and Present

Asking Equity Questions and Looking for Hope

Datos Bibliográficos

ID9734748
AutoresAmanda Datnow (0000-0002-7228-6373, University of California, San Diego, La Jolla, CA, autor de correspondencia)
Año2024
Volumen53
Número4
Páginas193-200
Fecha de publicación2024-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x241228255
OpenAlexW4391746269
IdiomaEN
Citas recibidas1
Referencias citadas43

Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries

Agency (philosophy · Context (archaeology · Discipline · Engineering ethics · Equity (law · Foundation (evidence · Pedagogy · Political science · Public relations · Social justice · Social science · Sociology · Education Discipline and Inequality · Educational Assessment and Improvement · Law · Public Administration · Teacher Education and Leadership Studies