Is democratic and just schooling possible? An essay review of The Politics of Education Policy in an Era of Inequality and The New Democratic Professional in Education

Authors

  • Laura E. Hernández Learning Policy Institute
  • Tina M. Trujillo University of California Berkeley

DOI:

https://doi.org/10.14507/er.v27.2951

Author Biographies

Laura E. Hernández, Learning Policy Institute

Laura E. Hernández is a Senior Researcher at the Learning Policy Institute where she specializes in qualitative investigations of whole child educational practices. By training, she is an interdisciplinary scholar, synthesizing political and sociological frameworks to investigate education policies and the factors that affect the equitable and democratic character of their implementation. She holds a Ph.D. in Education Policy from the University of California, Berkeley and has received various honors, including being named a National Academy of Education/Spencer Dissertation Fellow and being awarded AERA’s Division A Outstanding Dissertation Award in 2018. Her work has appeared in scholarly journals such as the Educational Policy, Peabody Journal of Education, and Educational Policy Analysis Archives. 

Tina M. Trujillo, University of California Berkeley

Tina Trujillo is an Associate Professor at UC Berkeley’s Graduate School of Education and the Faculty Director of the Principal Leadership Institute. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She is a former urban public school teacher, school reform consultant, and educational evaluator. At Berkeley, she teaches Ph.D. students in Policy, Organization, Measurement and Evaluation (POME) and school and district leaders in the Leadership for Educational Equity Doctoral Program (LEEP) and the Principal Leadership Institute (PLI). 

References

Achinstein, B., & Ogawa, R. (2006). (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76, 30–63. https://doi.org/10.17763/haer.76.1.e14543458r811864

Hernández, L. E. (2017). Managing the brand: Racial politics, strategic messaging, and coalition-building efforts of charter management organizations [UC Berkeley]. https://escholarship.org/uc/item/2wr7q0wt

Lakoff, G. (2006). Thinking points: Communicating our American values and vision (1st ed.). Farrar, Straus and Giroux.

López, G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68–94. https://doi.org/10.1177/0013161X02239761

Young, M. D., & Diem, S. (2014). Putting critical theoretical perspectives to work in educational policy. International Journal of Qualitative Studies in Education, 27(9), 1063–1067. https://doi.org/10.1080/09518398.2014.916015

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Published

2020-05-13

How to Cite

Hernández, L. E., & Trujillo, T. M. (2020). Is democratic and just schooling possible? An essay review of The Politics of Education Policy in an Era of Inequality and The New Democratic Professional in Education. Education Review, 27. https://doi.org/10.14507/er.v27.2951

Issue

Vol. 27 (2020)

Section

Book reviews

License

Education Review/Reseñas Educativas/Resenhas Educativas is supported by the Scholarly Communications Group at the Mary Lou Fulton Teachers College, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by-sa/4.0/

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