From Desegregation to Privatization
A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina
Bibliographic Data
| ID | 11258715 |
|---|---|
| Authors | Dana N Thompson Dorsey (University of Pittsburgh, Pittsburgh, PA, corresponding author), Gwen D Roulhac (UNC-Chapel Hill, Chapel Hill, NC) |
| Year | 2019 |
| Volume | 94 |
| Issue | 4 |
| Pages | 420-441 |
| Publication date | 2019-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2019.1648953 |
| OpenAlex | W2978183603 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
School choice policies and the movement to privatize education have become the currently preferred school reform methods on both the state and federal levels under the guise they will provide equal educational opportunities and access for all students. The 1954 school desegregation decision in Brown v. Board of Education arguably paved the way for equal educational opportunities, including school choice; however, we contend that the present-day school choice and privatization movements may be a part of a larger social, political, and legal cycle of inequality that has established residence in the American educational system for more than a century. We conduct a critical race theory policy analysis using a framework that has been effective in previous work with examining cyclical inequalities, the convergence-divergence-reclamation cycle (or C-D-R cycle). In this article, we are focusing our analysis on the state of North Carolina due to its complex legal and political history with school desegregation and its recent support for various school choice options and privatizing public education. We assert that the push for school choice and privatizing public education in North Carolina demonstrates a broader, recurring problem in American public schools-–creating progressive education laws and policies appearing to promote educational equity and opportunity and then regressing to policies supporting White privilege while maintaining the status quo of inequitable educational opportunities for historically underserved and minoritized students
Critical race theory · Desegregation · Educational Equity · Equity (law · Political science · Politics · Privilege (computing · Racism · School choice · Sociology · Status quo · Critical Race Theory in Education · Higher Education Research Studies · Law · Public Administration · School Choice and Performance
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |