Ontario’s Fourth ‘R’: A Critical Democratic Analysis of Ontario’s Fund-‘R’aising Policy

Milani, Michelle; Winton, Sue

doi:10.1007/978-3-319-39643-9_10

Cited by 5 publications

(6 citation statements)

References 29 publications

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“…Scholars have long critiqued the neutral tone and positivist approach to policy research (Ching et al, 2018;Diem et al, 2014;Milani & Winton, 2017;Nakagawa, 2000;Taylor, 1997). Because the topic of this paper calls for a methodology and analytic tool embedded with a critical lens to carefully examine policy rhetoric and how it constructs the context for the Community Schools initiative, I use qualitative case study methods with Horsford, Scott, and Anderson's (2018) critical policy analysis (CPA) framework as a guide.…”

Section: Methodsmentioning

confidence: 99%

“All lives matter”: How districts co-opt equity language and maintain the status quo

Lewis-Durham

2020

EPAA

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The term “equity” is widely used by educational policy makers to describe myriad programs and practices aimed at closing the supposed racial achievement gap. Research about the way equity has been used in these policies typically explores how policy actors with low will and capacity frame and implement their reforms. Few studies, however, explore equity-oriented reforms initiated and supported by policy makers who claim to fervently support educational equity. The purpose of this critical policy analysis was to examine how the rhetoric used by equity-supportive policy actors may have reinforced neoliberal ideas and inadvertently maintained white innocence and color-blind racism. Examining the Community Schools policy in New York City schools, this study found that some equity initiatives are circumscribed by their focus on “all lives”, which can unwittingly reinforce the status quo in schools.

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Section: Methodsmentioning

confidence: 99%

“All lives matter”: How districts co-opt equity language and maintain the status quo

Lewis-Durham

2020

EPAA

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“…I collected handouts provided by speakers at some of the meetings. I also gathered official minutes from ward and school council meetings, and I reviewed media articles, reports, and the extant academic literature collected in my previous research (Winton, 2016;Winton & Milani, 2017). Rankin (2017) explains that analysis in IE is "reflexive, iterative, political, and relentlessly empirical….…”

Section: Methodological Approachmentioning

confidence: 99%

“…Sattem’s (2007) study of fundraising in Oregon’s public schools showed that parents in wealthy neighborhoods have social and cultural competencies that enable them to raise funds that families in low-income neighborhoods do not possess. My own research with Milani (Milani & Winton, 2017) concluded Ontario’s school fundraising policy and school fundraising practices in public schools undermine critical democracy.…”

Section: Parents Fundraising and Inequality In Public Schoolsmentioning

confidence: 99%

“…In this article, I report findings from an IE investigation into the politics and coordination of school fundraising in Toronto, Ontario, Canada. The study was motivated by my own experiences as well as my desire to contribute new knowledge to the limited research on school fundraising in Toronto, Ontario, Canada, and beyond (Milani & Winton, 2017). Young, Levin, and Wallin (2006) define politics as “the way each of us, whether individually or working with others, tries to make the kind of school, community, or society we want to have” (p. 70).…”

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confidence: 99%

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Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography

Winton

2018

Educational Policy

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In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children's school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents' experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a "good parent" and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in Toronto schools.

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“…Our own research has examined efforts to change school fundraising policy in Ontario and implications of fundraising for critical democracy (Milani & Winton, 2017). We found that Ontario's school fundraising policy and that the practice of school fundraising within public schools undermines critical democratic efforts including equity, inclusion, participatory decisionmaking, and critical mindedness.…”

Section: School Fees and Fundraising Research Research On School Fundmentioning

confidence: 98%

Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada

Winton

Milani

2017

EPAA

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Fundraising and collecting fees are ubiquitous in Ontario, Canada's public schools. Critics assert that these practices perpetuate and exacerbate inequities between schools and communities. In this article we present findings from a critical policy analysis of an advocacy group's efforts to change Ontario's fees and fundraising policies over the past two decades. Rhetorical analyses of 110 texts finds that the group constructed the problem of each policy similarly, targeted the same audiences, and utilized many of the same strategies to appeal to logos,

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Ontario’s Fourth ‘R’: A Critical Democratic Analysis of Ontario’s Fund-‘R’aising Policy

Cited by 5 publications

References 29 publications

“All lives matter”: How districts co-opt equity language and maintain the status quo

“All lives matter”: How districts co-opt equity language and maintain the status quo

Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography

Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada

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