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

Autores/as

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

DOI:

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

Biografía del autor/a

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). 

Citas

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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Publicado

2020-05-13

Cómo citar

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. Reseñas Educativas, 27. https://doi.org/10.14507/er.v27.2951

Número

Vol. 27 (2020)

Sección

Reseñas de libros

Licencia

 

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Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0