Education is considered key to economic growth and to the reduction of social inequality and disadvantage. Contemporary education policy reflects the ideals of a neoliberal agenda (i.e., reform and economic competitiveness). Given that the United States both recognizes and abides by the rules of the free market, public schools find themselves in a neoliberal straitjacket. This "one-size-fits-all" garment has "pinched" public schools. This study draws on a broadly post-structural perspective of space and geographical context, and utilizes insights from Foucault to flesh out issues regarding "taken-for-granted" education reform in the U.S. Specifically, this work looks at No Child Left Behind through a geographic lens, emphasizing the importance of local context and the differential effects of policy. [
E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez's (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for teaching and learning.
This chapter explores institutional responses to undocumented undergraduate students from the perspective of staff. Data from 110 key staff members (employed in admissions, financial aid, student services, campus ministry, and so on) from across all twenty-eight institutions were collected through an online survey, were analyzed, and presented in this chapter. The first section highlights the results of the survey and interviews conducted with staff at Jesuit colleges and universities. The second section presents a five-part case study of Loyola University Chicago initiatives. These initiatives were informed by the engagement of Loyola University Chicago in the research partnership, the results of which are presented, and the dissemination of the Ford-funded report composed in collaboration with Fairfield University and Santa Clara University.
Central to contemporary educational reform in the United States are the procedures and techniques that hold schools accountable to the public and render them more visible. Labelling public school performance by ascribing identifiers which deem spaces of education either a success or a failure at educating its students is one way of identifying schools for consumers of education. This yields powerful representations of school quality; what is a “good” school and what is a “bad” school. These labels are problematic given the implications of labelling practices on identities, places, and the public's perception of school spaces. This article focuses upon the technique of labelling, and explores its implications through a critical analysis of the meaning and consequences of the politics of labelling with respect to contemporary education reform. I draw on insights from social theorists and consider primary findings from a survey of inner city public school teachers. These teachers provide views from the inside, a counter‐narrative of the labels ascribed to the schools in which they teach. The teacher perceptions of the label's impact on attitudes and behaviours highlight the need to contest and demystify hegemonic labels of contemporary reform.
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