This powerful book shows the many unintended ways in which social and educational policy can shape, if not constrain, the work of educating students. Focusing on the creation and history of Title I of the Elementary and Secondary Education Act (ESEA) from its inception in 1965 to the present, Stein shows how underlying assumptions of policymakers and bureaucratic red tape actually interfere with both educational practice and the goals of the legislation itself. This examination is especially timely, given the recent passage of the No Child Left Behind Act and its sweeping attempts to raise achievement and reduce failure, especially for underserved populations.
This invaluable volume:
- Offers an innovative framework for the analysis of education policy that can be applied to other government initiatives, particularly those directed at the poor.
- Challenges prevailing assumptions about children and poverty and the organizational strategies for addressing their needs.
- Brings the reader into the halls of Congress, analyzing the language of Congressional floor debates, showing shifts in how students have been characterized and their needs defined over time.
- Presents a fresh perspective on the controversial No Child Left Behind Act, the most recent reauthorization of ESEA, as well as federal desegregation and bilingual policies.
- Provides intimate portraits of nine elementary schools, presenting the language and routines of schooling to demonstrate how practitioners react to the culture of education policy in practice.
“This book breaks new ground! Stein demonstrates the ways in which the language and symbols that are used work to delimit not only our understanding of the problems federal policy addresses, but the range of solutions it deploys. A foundational piece of work.”
—Jean Anyon, Graduate Center, City University of New York
|Publisher:||Teachers College Press|
|Sold by:||Barnes & Noble|
|File size:||2 MB|
Table of Contents
|From the Culture of Poverty to the Culture of Policy||xi|
|Why Compensatory Education Policy?||xiv|
|That Which Follows||xvii|
|1.||Policy as Cultural Construct||1|
|The Policy Dozens||2|
|The Rationale for Cultural Analysis of Policy||5|
|The Culture of Policy Framework||12|
|Cultural Consequences on Policy Implementation||20|
|Equity Policies and Central Conflicts Within the Culture of Policy||24|
|2.||Title I of the Elementary and Secondary Education Act (ESEA) in the War on the Culture of Poverty||26|
|The Historical Moment||27|
|Categories of Thought in Scholarly Discourse||28|
|Legislating Ways of Seeing||33|
|Disseminating Ways of Seeing||41|
|3.||Congressional Framing of Children in ESEA Title I Debates, 1965-1994||46|
|The 1960s: Saving the Poor Through Education||48|
|The 1970s: Refining Policies and Programs||57|
|The 1980s: Cutting and Consolidating||71|
|The 1990s: Going Schoolwide||79|
|In Search of a Discourse of Talents||82|
|The Language and Rituals of Policy Culture||86|
|Policy Changes and the Rituals of Practice||105|
|5.||"Line Up for Integration!"||108|
|Bilingual Education and Desegregation Policies in the Studied Schools||109|
|Remedy Rituals: Organizing the School Day for "Integration"||117|
|The Meaning of "Integration" in the Language of Practitioners||121|
|Race-Based Messages in the Culture of Policy||126|
|6.||Possibility and Potential in the Culture of Education Policy||130|
|The Culture of Policy and the No Child Left Behind Act||131|
|Resisting the Culture of Policy||136|
|Content Analysis of Congressional Discourse||145|
|Multisite Qualitative Policy Analysis of School-Based Practices||146|
|About the Author||193|