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 (US) |
|---|---|
| Pages (from-to) | 218-240 |
| Number of pages | 23 |
| Journal | Educational Policy |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2016 |
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Keywords
- charter school authorization process
- charter schools
- critical race theory
- post-Katrina studies
- school reform
ASJC Scopus subject areas
- Education
Cite this
“Locking the Door Before We Got the Keys” : Racial Realities of the Charter School Authorization Process in Post-Katrina New Orleans. / Henry, Kevin Lawrence; Dixson, Adrienne Denise.
In: Educational Policy, Vol. 30, No. 1, 01.01.2016, p. 218-240.Research output: Contribution to journal › Article
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TY - JOUR
T1 - “Locking the Door Before We Got the Keys”
T2 - Racial Realities of the Charter School Authorization Process in Post-Katrina New Orleans
AU - Henry, Kevin Lawrence
AU - Dixson, Adrienne Denise
PY - 2016/1/1
Y1 - 2016/1/1
N2 - 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.
AB - 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.
KW - charter school authorization process
KW - charter schools
KW - critical race theory
KW - post-Katrina studies
KW - school reform
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U2 - 10.1177/0895904815616485
DO - 10.1177/0895904815616485
M3 - Article
AN - SCOPUS:84950160523
VL - 30
SP - 218
EP - 240
JO - Educational Policy
JF - Educational Policy
SN - 0895-9048
IS - 1
ER -