Wallace Foundation Distinguished Lecture Education Reform, Past and Present

Asking Equity Questions and Looking for Hope

Dados Bibliográficos

ID9734748
AutoresAmanda Datnow (0000-0002-7228-6373, University of California, San Diego, La Jolla, CA, autor correspondente)
Ano2024
Volume53
Fascículo4
Páginas193-200
Data de publicação2024-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x241228255
OpenAlexW4391746269
IdiomaEN
Citações recebidas1
Referências 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