Oppressive Staff Dynamics at an Intentionally Diverse Urban Charter School
Bibliographic Data
| ID | 8924465 |
|---|---|
| Authors | Jeremy Singer (0000-0002-2666-2972, Wayne State University, corresponding author) |
| Year | 2020 |
| Volume | 56 |
| Issue | 3 |
| Pages | 248-268 |
| Publication date | 2020-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2020.1745807 |
| OpenAlex | W3014505205 |
| Language | EN |
| References cited | 48 |
City Preparatory Academy (CPA) is a charter school in a midwestern city that intentionally serves a racially and socioeconomically diverse student population. This exploratory research began as an attempt to document growing concerns and disaffection shared by four staff members at CPA. These four women increasingly convened to discuss workplace hostility and issues of justice and equity, hoping to challenge some of the school’s policies and practices. As they sought to promote changes, they faced oppressive dynamics that they attributed to the perspectives, dispositions, and practices of school leadership. This paper describes how particular institutional logics and interpersonal dynamics—shaped by neoliberalism, managerialism, class, and race—gave rise to a kind of non-generative politics that obstructed their efforts and ultimately disaffected them from the school. While the study is primarily an exploration of the context of this particular school, it highlights the need for a critical institutional perspective that situates schools within their sociopolitical context and connects organizational structures, routines, and culture with the beliefs and behaviors of school leaders
Charter · Context (archaeology · Desegregation · Equity (law · Managerialism · Neoliberalism (international relations · Pedagogy · Political science · Public relations · Social science · Sociology · Diverse Education Studies and Reforms · Law · Mentoring and Academic Development · Public Administration · Teacher Education and Leadership Studies
The Imperative of Integration
The New Institutionalism in Organizational Analysis
The Coding Manual for Qualitative Researchers
New Institutionalism in Education, The
The Sage Handbook of Interview Research
Charter Schools as Postmodern Paradox
Institutional Complexity and Policy Implementation
The emotional geographies of teachers’ relations with colleagues
Institutional Logics
Teacher Activism
Creating Difference
Reflections on the Methods of How We Present and Compare the Political Contents of Our Research
Care of the self, resistance and subjectivity under neoliberal governmentalities
Intersectionality
Demarginalizing the Intersection of Race and Sex
The Rise of Neoliberal Feminism
The Rise of Neoliberal Feminism
Engaging Contradictions
Care of the self, resistance and subjectivity under neoliberal governmentalities
Beyond left and right
Grassroots leadership
Raising the stakes
A different type of charter school
The Institutional Logics Perspective
Accelerated Burnout
Community Building in Social Justice Work
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies
Teacher professional identity
Thematic Analysis
The Paradox of Success at a No-Excuses School
Institutional Logics and the Historical Contingency of Power in Organizations
| Citation velocity | historical |
|---|---|
| Highly cited | No |