Abstract
Charter schools have become the hegemonic “solution” for urban educational reform initiatives aimed at curtailing longstanding race-based educational inequities. The “common sense” of neoliberal charter schools as the cure to persistent inequality is best illustrated in the post-Katrina New Orleans educational reforms. This article will focus on a lesser explored aspect of charter schools: the charter school authorization and application process in post-Katrina New Orleans. We center on the perspectives of African American educational actors. Using data from separate but complementary studies, we argue the charter authorization and application process is a racialized site that reproduces White dominance.
| Original language | English |
|---|---|
| Pages (from-to) | 218-240 |
| Number of pages | 23 |
| Journal | Educational Policy |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2016 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Kevin Lawrence Henry, Jr.’s dissertation research is supported by the Tashia F. Morgridge Wisconsin Distinguished Graduate Fellowship. Any opinions, findings, and conclusions expressed in this material are those of the authors.
Publisher Copyright:
© 2015, © The Author(s) 2015.
Keywords
- charter school authorization process
- charter schools
- critical race theory
- post-Katrina studies
- school reform
ASJC Scopus subject areas
- Education