Centralizando os direitos civis na reautorização da ESEA: Uma estrutura equitativa, ecológica e baseada em evidências

Autores

DOI:

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

Palavras-chave:

política racial consciente, política federal, direitos civis, política educacional

Resumo

Este artigo considera a reautorização da Lei do Ensino Fundamental e Médio (ESEA) à luz das atuais desigualdades educacionais e do impacto da pandemia. A reautorização apresenta uma oportunidade para centrar a equidade e a justiça e revitalizar os aspectos dos direitos civis da lei. Os autores revisam estudos recentes sobre as inúmeras maneiras pelas quais a pandemia do COVID-19 afetou alunos, professores e sistemas escolares e situam a reautorização dentro do contexto político mais amplo, incluindo ajuda federal a estados e distritos durante a pandemia. Os autores apresentam recomendações políticas abrangentes: (1) uma reestruturação dos títulos da lei para se concentrar em alunos, professores e sistemas (ou seja, escolas e distritos); (2) foco nos princípios de equidade racial, uma abordagem ecossistêmica para atender às necessidades dos alunos em silos de políticas (ou seja, habitação e saúde) e foco em evidências de pesquisa; (3) metas políticas para estudantes; (4) metas políticas para educadores, incluindo renovação e retenção profissional; (5) metas políticas para o sistema educacional como um todo, incluindo foco na equidade fiscal e facilitação de abordagens regionais para colaborações intersetoriais. O artigo apresenta uma estrutura conceitual coerente para um redesenho da ESEA com ênfase na equidade, uso de evidências e ecossistemas que, argumenta-se, atenderia diretamente às necessidades de alunos, professores e sistemas.

Downloads

Não há dados estatísticos.

Biografia do Autor

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.

Downloads

Publicado

2023-08-29

Como Citar

DeBray, E. H., Finnigan, K. S., George, J., & Scott, J. (2023). Centralizando os direitos civis na reautorização da ESEA: Uma estrutura equitativa, ecológica e baseada em evidências. Arquivos Analíticos De Políticas Educativas, 31. https://doi.org/10.14507/epaa.31.7993

Edição

v. 31 (2023)

Seção

Articles

Licença

Copyright (c) 2023 Elizabeth H. DeBray, Kara S. Finnigan, Janel George, Janelle Scott

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.