René Espinoza Kissell
Biographic Data
| ID | 6006986 |
|---|---|
| NAME | René Espinoza Kissell |
| GIVEN NAMES | René Espinoza |
| FAMILY NAME | Kissell |
| SIGNATURE | KISSELL R E |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-1047-7262 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Portfolio Districts and Network Governance: From a “School System” to a “System of Schools”
School district leaders across the U.S. have turned to the portfolio strategy to manage charter school growth and budget crises disproportionately facing low-income communities of color. The portfolio strategy aims to manage school choice options through increasing central office oversight of charter schools, autonomy for district schools, and accountability around student learning outcomes. This article examines the portfolio district in Oakland…
Coercion and consent for the U.S. education market: Community engagement policy under racialized fiscal surveillance
In response to growing pushback to decades of privatization and disinvestment in high-poverty communities of color, elected officials and business leaders in the United States have turned to ‘community-engaged strategies’ to advance education reform. This qualitative case study of a California school district, the Oakland Unified School District, from 1989 to 2019 uses a Gramscian analysis of hegemony to illuminate the shift from coercive practic…
Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts
Purpose: This article investigates how school leaders make sense of social justice and democracy in their practice in two settings, a high-stakes testing and accountability context, the San Francisco Bay Area, California, and a low-stakes testing and accountability context, Norway. It demonstrates how leaders view relationships among education, democracy, and social justice, when located in a neoliberal democracy with a minimalist welfare state o…
Leading Towards Equity Through Decades of Reform: Oral Histories of District Politics and Community-Driven Reform in Oakland
District leaders have rich insights into managing civic-minded reforms, like community schools, yet, little research on school reform examines their experiences within policy paradigms and political contexts that are increasingly marketized. Through oral histories with two longtime Oakland education leaders, we show how leaders negotiated and carried out initiatives while juggling challenges. Despite commitments to quality public education, leade…
Community Schools as Urban District Reform: Analyzing Oakland’s Policy Landscape Through Oral Histories
The purpose of this article is to investigate the multiple political histories that have coalesced to produce support for or resistance to the Oakland Unified School District’s full-service community schools policy. It analyzes oral history interview data from eight stakeholders who represent the district’s major constituencies to explore the reasons why each individual, positioned differently within the larger district system, may or may not sup…
Community Schools as Urban District Reform: Analyzing Oakland’s Policy Landscape Through Oral Histories
The purpose of this article is to investigate the multiple political histories that have coalesced to produce support for or resistance to the Oakland Unified School District’s full-service community schools policy. It analyzes oral history interview data from eight stakeholders who represent the district’s major constituencies to explore the reasons why each individual, positioned differently within the larger district system, may or may not sup…
Coercion and consent for the U.S. education market: Community engagement policy under racialized fiscal surveillance
In response to growing pushback to decades of privatization and disinvestment in high-poverty communities of color, elected officials and business leaders in the United States have turned to ‘community-engaged strategies’ to advance education reform. This qualitative case study of a California school district, the Oakland Unified School District, from 1989 to 2019 uses a Gramscian analysis of hegemony to illuminate the shift from coercive practic…
Leading Towards Equity Through Decades of Reform: Oral Histories of District Politics and Community-Driven Reform in Oakland
District leaders have rich insights into managing civic-minded reforms, like community schools, yet, little research on school reform examines their experiences within policy paradigms and political contexts that are increasingly marketized. Through oral histories with two longtime Oakland education leaders, we show how leaders negotiated and carried out initiatives while juggling challenges. Despite commitments to quality public education, leade…
Community Schools as Urban District Reform: Analyzing Oakland’s Policy Landscape Through Oral Histories
The purpose of this article is to investigate the multiple political histories that have coalesced to produce support for or resistance to the Oakland Unified School District’s full-service community schools policy. It analyzes oral history interview data from eight stakeholders who represent the district’s major constituencies to explore the reasons why each individual, positioned differently within the larger district system, may or may not sup…
Leading Towards Equity Through Decades of Reform: Oral Histories of District Politics and Community-Driven Reform in Oakland
District leaders have rich insights into managing civic-minded reforms, like community schools, yet, little research on school reform examines their experiences within policy paradigms and political contexts that are increasingly marketized. Through oral histories with two longtime Oakland education leaders, we show how leaders negotiated and carried out initiatives while juggling challenges. Despite commitments to quality public education, leade…
Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts
Purpose: This article investigates how school leaders make sense of social justice and democracy in their practice in two settings, a high-stakes testing and accountability context, the San Francisco Bay Area, California, and a low-stakes testing and accountability context, Norway. It demonstrates how leaders view relationships among education, democracy, and social justice, when located in a neoliberal democracy with a minimalist welfare state o…
Coercion and consent for the U.S. education market: Community engagement policy under racialized fiscal surveillance
In response to growing pushback to decades of privatization and disinvestment in high-poverty communities of color, elected officials and business leaders in the United States have turned to ‘community-engaged strategies’ to advance education reform. This qualitative case study of a California school district, the Oakland Unified School District, from 1989 to 2019 uses a Gramscian analysis of hegemony to illuminate the shift from coercive practic…
Portfolio Districts and Network Governance: From a “School System” to a “System of Schools”
School district leaders across the U.S. have turned to the portfolio strategy to manage charter school growth and budget crises disproportionately facing low-income communities of color. The portfolio strategy aims to manage school choice options through increasing central office oversight of charter schools, autonomy for district schools, and accountability around student learning outcomes. This article examines the portfolio district in Oakland…
Political science (5 works) · Public Administration (5 works) · Law (4 works) · Public relations (4 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (3 works) · Politics (3 works) · Accountability (2 works) · Accounting (2 works) · Business (2 works)