The Experts below are selected from a list of 258 Experts worldwide ranked by ideXlab platform
Allison Mattheis - One of the best experts on this subject based on the ideXlab platform.
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Political Contestation and Discursive Argumentation: Revising Minnesota's School Integration Revenue Statute.
Education Policy Analysis Archives, 2016Co-Authors: Allison MattheisAbstract:The Integration of students from diverse racial and ethnic backgrounds in public Schools has been an issue of educational policy concern for several decades. Most School desegregation programs implemented in the United States post-Brown that relied on student busing and race-based School assignment were discontinued by the 1990s. In Minnesota, these were replaced with an approach that encouraged voluntary School Integration efforts, supported with funding provided through State Statute 124D.86 to districts with racially identifiable Schools or whose Schools were racially isolated relative to neighboring communities. A legislatively mandated Integration Revenue Replacement Advisory Task Force was convened from November 2011 to February 2012 to frame the role of the state’s Schools in addressing racial inequities and to recommend changes to existing policy. This article applies Fairclough and Fairclough’s (2012) analytic framework of political discourse as argumentation to examine the revision of this statute as a site of ideological contestation. The appointed members of this task force included professional educators, former legislators, faith Political contestation and discourses of meaning 2 leaders, and lawyers, and presented distinct epistemological beliefs regarding the purposes and roles of Schools and of policy. Two competing claims for action were identified, summarized as “Bipartisan Compromise” and “Conservative Dissent.” This analysis reveals the effect of underlying values on developing particular claims for action made by Task Force members, and connects these values to divergent understandings of the purpose of state educational funding and the outcomes that public Schooling should achieve.
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Political contestation and discourses of meaning: Revising Minnesota’s School Integration revenue statute
education policy analysis archives, 2016Co-Authors: Allison MattheisAbstract:The Integration of students from diverse racial and ethnic backgrounds in public Schools has been an issue of educational policy concern for several decades. Most School desegregation programs implemented in the United States post- Brown that relied on student busing and race-based School assignment were discontinued by the 1990s. In Minnesota, these were replaced with an approach that encouraged voluntary School Integration efforts, supported with funding provided through State Statute 124D.86 to districts with racially identifiable Schools or whose Schools were racially isolated relative to neighboring communities. A legislatively mandated Integration Revenue Replacement Advisory Task Force was convened from November 2011 to February 2012 to frame the role of the state’s Schools in addressing racial inequities and to recommend changes to existing policy. This article applies Fairclough and Fairclough’s (2012) analytic framework of political discourse as argumentation to examine the revision of this statute as a site of ideological contestation. The appointed members of this task force included professional educators, former legislators, faith leaders, and lawyers, and presented distinct epistemological beliefs regarding the purposes and roles of Schools and of policy. Two competing claims for action were identified, summarized as “Bipartisan Compromise” and “Conservative Dissent.” This analysis reveals the effect of underlying values on developing particular claims for action made by Task Force members, and connects these values to divergent understandings of the purpose of state educational funding and the outcomes that public Schooling should achieve.
Shibao Guo - One of the best experts on this subject based on the ideXlab platform.
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“I Belong to Nowhere”: Syrian Refugee Children’s Perspectives on School Integration
Journal of Contemporary Issues in Education, 2019Co-Authors: Yan Guo, Srabani Maitra, Shibao GuoAbstract:Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those uprooted are children. Education is key to Integration of refugee children and is considered critical in bringing back a sense of normalcy, routine as well as emotional and social well-being in the lives of refugee children. In Canada, Integration of Syrian refugee children in the public School system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian School system. We have conducted five focus groups with twelve Syrian refugee parents and eighteen Syrian refugee children between the age group of 10-14. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.
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Early School Integration among Syrian refugee children
2018Co-Authors: Yan Guo, Shibao GuoAbstract:Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those uprooted are children, who traumatized by war had to leave their home and live in camps and resettlement countries. Education is key to Integration of refugee children and is considered critical in bringing back a sense of normalcy, routine as well as emotional and social well-being in the lives of refugee children as well as their families. In Canada, Integration of Syrian refugee children in the public School system has, therefore, been identified as one of the vital aspects of their settlement needs. This paper, based on our current SSHRC funded research, examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian School system. This study will provide educators, service providers, and policy makers with a better understanding of the larger contexts of Syrian refugee students
Sonya Douglass Horsford - One of the best experts on this subject based on the ideXlab platform.
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School Integration in the New Jim Crow: Opportunity or Oxymoron?:
Educational Policy, 2018Co-Authors: Sonya Douglass HorsfordAbstract:In this article, I consider the limitations of School Integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow—America’s ...
Raquel L. Farmer-hinton - One of the best experts on this subject based on the ideXlab platform.
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The Rise and Fall of a Voluntary Public School Integration Transportation Program: A Case Study of Milwaukee’s 220 Program
Education and Urban Society, 2013Co-Authors: Michael Bonds, Marie G. Sandy, Raquel L. Farmer-hintonAbstract:This study examines the nation’s oldest voluntary public School Integration effort, Milwaukee’s Chapter 220 program, and describes its rise and decline. Chapter 220 was designed to integrate Milwaukee Public Schools (MPS) and its suburban districts. Employing document analysis using 40 years of primary and secondary documents, including School board minutes and district reports that speak directly to the issue of School Integration and the Chapter 220 program, this case study demonstrates how legislative policies that looked race neutral on the surface (Open Enrollment) contributed to the decline of the Chapter 220 Program, which had explicit affirmative action goals. This study fills a crucial void on the demise of School Integration programs by focusing on legislative rather than legal decisions contributing to the demise of School Integration program and has implications for other voluntary Integration programs across America that have not been challenged legally.
Josine Junger-tas - One of the best experts on this subject based on the ideXlab platform.
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An empirical test of social control theory
Journal of Quantitative Criminology, 1992Co-Authors: Josine Junger-tasAbstract:A test of social control theory was operated on a random sample of about 2000 juveniles aged 12 to 18 years. A second test was performed 2 years later on a subsample of the original one, taking into account changes in the life situation with respect to the family, School, work, leisure, peers, and some values connected with delinquency. Both self-report data and official data were collected. Using the HOMALS technique, scales were constructed of family Integration (parental control, communication with parents, family activities, and family climate), School Integration (liking School, commitment to School values, School performance, and social behavior), leisure and peers (nature and involvement in leisure activities, bravado), and some normative statements. Changes in social Integration were measured over a period of 2 years and compared to the impact of official intervention in delinquency cases by police or prosecutor. On the basis of path analysis and a LISREL model, we were able to conclude that there was no impact of police or prosecutor intervention on later delinquency, but there appeared to be a strong and inverse relationship between changes in social Integration, or the bond with society, and the frequency of offending.