Centrar los derechos civiles en la reautorización de ESEA: Un marco equitativo, ecológico y basado en evidencia

Autores/as

DOI:

https://doi.org/10.14507/epaa.31.7993

Palabras clave:

política consciente de la raza, política federal, derechos civiles, política educativa

Resumen

Este artículo considera la reautorización de la Ley de Educación Básica y Media (ESEA) a la luz de las inequidades educativas actuales y el impacto de la pandemia. La reautorización presenta una oportunidad para centrar la equidad y la justicia y revitalizar los aspectos de derechos civiles de la ley. Los autores revisan estudios recientes sobre las innumerables formas en que la pandemia de COVID-19 afectó a los estudiantes, maestros y sistemas escolares y ubica la reautorización dentro del contexto político más amplio, incluida la ayuda federal a los estados y distritos durante la pandemia. Los autores presentan recomendaciones generales de política: (1) una reestructuración de los títulos de la ley para enfocarse en estudiantes, maestros y sistemas (es decir, escuelas y distritos); (2) un enfoque en los principios de equidad racial, un enfoque de ecosistema para satisfacer las necesidades de los estudiantes en los silos de políticas (es decir, vivienda y salud) y un enfoque en la evidencia de la investigación; (3) objetivos de política para los estudiantes; (4) objetivos de política para educadores, incluida la renovación y retención profesional; (5) objetivos de política para el sistema educativo en su conjunto, incluido un enfoque en la equidad fiscal y la facilitación de enfoques regionales para colaboraciones intersectoriales. El artículo presenta un marco conceptual coherente para un rediseño de ESEA con énfasis en la equidad, el uso de la evidencia y los ecosistemas que, según se argumenta, abordaría directamente las necesidades de los estudiantes, los maestros y los sistemas.

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Biografía del autor/a

Elizabeth H. DeBray, University of Georgia

Elizabeth DeBray is Professor of Educational Administration and Policy in the Mary Frances Early College of Education, University of Georgia. Her major interests are the role of intermediary organizations and interest groups in education policy, federal education policy, the use of research evidence by policymakers, district-level politics of school integration, and housing-education policy coordination. She is author of Politics, Ideology, and Education: Federal Policy during the Clinton and Bush Administrations (Teachers College Press, 2006) and co-editor (with E. Frankenberg) of Looking to the Future: Integrating Schools in a Changing Society (UNC Press, 2011).  DeBray received her Ed.D. from Harvard University. She served as a research associate with the Civil Rights Project at Harvard from 1998 to 2002, and as a program analyst in the U.S. Department of Education from 1992 to 1996.

Kara S. Finnigan, University of Michigan

Kara S. Finnigan joined the University of Michigan's Marsal Family School of Education as Professor in 2022. Previously, she spent 19 years at the University of Rochester, most recently as Professor of Education Policy and Leadership and as a Distinguished Equity, Inclusion, and Social Transformation Fellow. She has conducted research and evaluations of K-12 educational policies and programs at the local, state, and federal level for nearly 30 years. She has written extensively about accountability policies, school and district leadership and improvement, and school choice. Her recent work focuses on cross-sector policy alignment, including education, housing, and criminal justice, and the use of research evidence by policymakers and practitioners. Finnigan has published two edited books and her co- authored book Striving in Common: A Regional Equity Framework for Urban Schools was published in 2018 by Harvard Education Press. Her research blends perspectives in education, sociology, and political science; employs both qualitative and quantitative methods, including social network analysis and GIS mapping; and focuses on issues of equity.

Janel George, Georgetown University

Janel George is Associate Professor of Law at Georgetown University Law Center and the founding Director of the Racial Equity in Education Law and Policy Clinic (REEL Policy Clinic). Her clinical projects and scholarship focus on racial stratification in U.S. public education. Her work and scholarship focus on racial stratification and inequality in U.S. education and legislative and policy interventions to help address them. She has written about the resegregation of public schools, discriminatory school discipline practices, Critical Race Theory, and resource inequities. As a civil rights attorney with the NAACP Legal Defense and Educational Fund, Inc. (LDF), she worked with several campaigns and coalitions to leverage legislative and policy advocacy to advance equal educational opportunity. She has served as Legislative Counsel in both the U.S. House of Representatives and the U.S. Senate, during which time her legislative portfolio included child welfare, civil rights, health care, and education issues.

Janelle Scott, University of California-Berkeley

Janelle Scott is a Professor and the Birgeneau Distinguished Chair in Educational Disparities at the University of California, Berkeley. She is President-elect of the American Educational Research Association, a member of the National Academy of Education, and a Fellow of the American Educational Research Association. A former elementary school teacher, Scott conducts research on the politics of educational policy in a multiracial, segregated, and unequal society. She specifically examines how school choice policies, civil rights policies, privatization, and philanthropy affect democratic accountability and equity in public education. Her second book, The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling (Routledge, 2019) co-authored with Sonya Horsford and Gary Anderson, was honored with a 2020 American Educational Studies Association’s Critics Choice Award. Her other books include School Choice and Diversity: What the Evidence Says (Teachers College Press, 2005) and Racialization and Educational Inequality in Global Perspective (Routledge, 2023), co-edited with Monisha Bajaj.

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Publicado

2023-08-29

Cómo citar

DeBray, E. H., Finnigan, K. S., George, J., & Scott, J. (2023). Centrar los derechos civiles en la reautorización de ESEA: Un marco equitativo, ecológico y basado en evidencia. Archivos Analíticos De Políticas Educativas, 31. https://doi.org/10.14507/epaa.31.7993

Número

Vol. 31 (2023)

Sección

Articles

Licencia

Derechos de autor 2023 Elizabeth H. DeBray, Kara S. Finnigan, Janel George, Janelle Scott

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.