Clinical Scholarship: Gentrification and the Social Contexts of Schooling. Gregory Brian Pulte, University of Texas at Austin
Traditional contexts of education are challenged when confronted with the economic revitalization of America’s cities. National trends emerge in which cities embrace economic development policies designed to restructure inner cities (Harvey, 2005, Lipman, 2011, Cucchiara, 2013). These redevelopment policies often result in gentri cation. This proposal is designed to reframe education policy within communities experiencing gentri cation and to include knowledge of the ways gentri cation impacts low-income communities of color and their schools.
Consensus Versus Concreteness: Tensions in Designing for Scale. Tuan Dinh Nguyen, Marisa Cannata (Vanderbilt University)
Through a case study of research–practice partnership, this paper sheds light on the tension between developing a well-speci ed innovation and attending to the local context by using
a framework that emphasizes how design factors shape subsequent implementation. Two interconnected main themes emerged: a tension between achieving the necessary concreteness in the design and a process that valued collaboration and consensus, and how resolving this tension was in uenced by pre-existing conditions at the school level.
How Grassroots Movements Inspire Change. Debra Sue Vance Noelk, Meredith Mountford (Florida Atlantic University)
This qualitative study explores how a grassroots movement, United Opt Out, has impacted state and federal policies concerning high stakes testing. The study identified four themes that contributed to the movement’s success. The movement is fueled by parents’ anger and outrage at the current public school high stakes testing policies and encourages student civil disobedience. It is essential that participants stay focused on one message to remain successful. Social media have played a pivotal role.
Jersey-Style Neoliberalism: Governor Christopher Christie, Crony Capitalism, and the Politics of K-12 Education. Jason P. Murphy, Atiya Strothers, Catherine A. Lugg (Rutgers University)
This paper presentation shares ndings from a research project that examined New Jersey’s educational politics through the lenses of neoliberalism and counternetworking. A novel research methodology, scavenging, was employed to collect and analyze data from one urban district, Newark, New Jersey, as an illustrative case. Examining recent educational politics in Newark uncovered both a New Jersey version of neoliberalism, crony capitalism, and counternetworks among educators, local activists and politicians, and youth in Newark’s public schools.