Un análisis crítico de la política de Texas Cerrando la brecha 2015

Autores/as

  • Katherine Cumings Mansfield Virginia Commonwealth University
  • Stefani Leigh Thachik Virginia Commonwealth University

DOI:

https://doi.org/10.14507/epaa.24.1991

Palabras clave:

recorridos educativos, P-20, P-16, análisis críticos de políticas, justicia social, teoría racial-crítica

Resumen

Este análisis de crítico de políticas utiliza la teoría racial-crítica para proporcionar una narrativa en contra de la iniciativa de P-16 en Texas conocida como cerrando las brechas 2015. Los resultados indican que, si bien estas reformas tienen como objetivo aumentar el acceso y logros educativos para minorías raciales y étnicas, no consiguen  abordar las desigualdades sistémicas y duraderas como la segregación y la política inconstitucionales de financiamiento educativo. El uso de Texas como un caso de estudio ilumina los caminos del creciente número consejos escolares en todos los EE.UU. podría adaptar y mejorar el desarrollo y aplicación de políticas para abordar de manera más adecuada las desigualdades educativas entre los grupos raciales, étnicos y lingüísticos. El artículo concluye con recomendaciones para el nuevo programa en Texas cerrar las brechas 2015 titulado, 60x30TX, actualmente en revisión para guiar a las metas educativas 2016-2030.

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Biografía del autor/a

Katherine Cumings Mansfield, Virginia Commonwealth University

Katherine Cumings Mansfield (PhD, The University of Texas at Austin) is an assistant professor of Educational Leadership and Policy at Virginia Commonwealth University. Mansfield’s interdisciplinary scholarship focuses on the social, historical, and political contexts of education and the relationship of class, gender, race/ethnicity, and religion on educational and vocational access and achievement. Mansfield has presented at American Educational Research Association, American Educational Studies Association, National Summit on Interdistrict Desegregation at Harvard Law School, Legal and Policy Options for Racially Integrated Education in the South and the Nation at University of North Carolina-Chapel Hill School of Law, and University Council for Educational Administration. Mansfield has published in a variety of venues including: Educational Administration Quarterly, Education Policy Analysis Archives, International Journal of Qualitative Studies in Education, and International Journal of Multicultural Education. In 2012, Dr. Mansfield was awarded the "Leadership for Social Justice Dissertation Award," sponsored by AERA's Leadership for Social Justice Special Interest Group and the "Selma Greenberg Outstanding Dissertation Award," sponsored by AERA's Research on Women and Education Special Interest Group for her dissertation entitled, "Troubling Social Justice in a Single-sex Public School: An Ethnography of an Emerging School Culture."

Stefani Leigh Thachik, Virginia Commonwealth University

Stefani Leigh Thachik is a PhD candidate in leadership and policy at Virginia Commonwealth University. Thachik has a Masters in Counselor Education and Student Affairs Practice in Higher Education from Clemson University. Currently, her work includes investigating the sociocultural contexts of educational policy and practice as well as how connecting the K-12 and Higher Education sectors might result in better outcomes for underrepresented students. Thachik has presented at American Educational Research Association and University Council for Educational Administration. 

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Publicado

2016-01-10

Cómo citar

Mansfield, K. C., & Thachik, S. L. (2016). Un análisis crítico de la política de Texas Cerrando la brecha 2015. Archivos Analíticos De Políticas Educativas, 24, 3. https://doi.org/10.14507/epaa.24.1991

Número

Vol. 24 (2016)

Sección

Articles