Uma análise crítica da política de Texas fechando a brecha de 2015

Autores

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

DOI:

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

Palavras-chave:

recorridos educativos, P-20, P-16, análise crítica das políticas, justiça social, teoria racial crítica

Resumo

Esta análise crítica de políticas usa teoria racial-crítica para fornecer uma narrativa contra a iniciativa P-16 no Texas conhecida como fechando as brechas de 2015. Os resultados indicam que, enquanto estas reformas visam aumentar a acesso e logros educativos para minorias raciais e étnicas, não conseguem resolver desigualdades sistêmicas e duráveis  como segregação e políticas inconstitucionais de financiamento da educação. Usando Texas como um estudo de caso ilumina os caminhos que um grande número de escolas em todo os EUA poderia adaptar para melhorar o desenvolvimento e implementação de políticas para tratar de forma mais adequada as desigualdades educacionais entre os grupos raciais, étnicos e linguísticos. O artigo conclui com recomendações para o novo programa no Texas fechando as brechas de 2015 intitulado, 60x30TX, atualmente em revisão para orientar os objetivos educacionais 2016-2030.

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Biografia do Autor

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

Como Citar

Mansfield, K. C., & Thachik, S. L. (2016). Uma análise crítica da política de Texas fechando a brecha de 2015. Arquivos Analíticos De Políticas Educativas, 24, 3. https://doi.org/10.14507/epaa.24.1991

Edição

v. 24 (2016)

Seção

Articles