東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Don't lose you": Interrogating whit...

Javier-Watson, Jason.

FindBook

Google Book

Amazon

博客來

"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school./
作者:	Javier-Watson, Jason.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10116304
ISBN:	9781339777726

"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school.
Javier-Watson, Jason.

"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 236 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2016.

Urban public education is currently being remade to reflect corporate values and management structures. Charter CMO's particularly are constructed by policy as the most viable solution for "turning around failing schools." To date, there are few, if any, insider accounts from charter management-operated (CMO) schools in the research literature. This project brings critical practitioner inquiry into this under-explored space in order to better understand the ways teachers and staff within one specific CMO-operated charter elementary school resist the dehumanizing forces of whiteness and deficit notions of teaching, learning, students, as well as the communities in which they serve. Using critical organizational theory and collaborative inquiry, as well as a narrative inquiry methodology, this project looks at the experiences of teachers and staff members as they enacted the "no excuses" philosophy over the course of one school year. First, the no excuses philosophy and management practices of College Prep Elementary School (CPES) will be explored. This includes narratives from staff members as they interpret their experiences being trained in the no excuses philosophy and how their views changed throughout the year. Then, the emotional reactions of the teachers and staff members will be more thoroughly analyzed as important intersections of identity and politics. Next, I explore stories of institutional microaggression and deficit shared by Staff of Color to gain a better understanding of the ways whiteness exists in schools. Finally, the inquiry group theorizes culturally competent school leadership, arriving at three main themes all resonating with the ethic of care: care for students, care for families and community, and care for teachers. In the final chapter, implications for policy and practice are shared, as well as the limitations of this study.

ISBN: 9781339777726Subjects--Topical Terms:

516579
Education.

"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school.
LDR:02826nmm a2200301 4500 001 2118820
005 20170614101403.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339777726
035 $a (MiAaPQ)AAI10116304
035 $a AAI10116304
040 $a MiAaPQ $c MiAaPQ
100 1 $a Javier-Watson, Jason. $3 3280658
245 1 0 $a "Don't lose you": Interrogating whiteness and deficit at a no excuses charter school.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Diane R. Waff.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2016.
520 $a Urban public education is currently being remade to reflect corporate values and management structures. Charter CMO's particularly are constructed by policy as the most viable solution for "turning around failing schools." To date, there are few, if any, insider accounts from charter management-operated (CMO) schools in the research literature. This project brings critical practitioner inquiry into this under-explored space in order to better understand the ways teachers and staff within one specific CMO-operated charter elementary school resist the dehumanizing forces of whiteness and deficit notions of teaching, learning, students, as well as the communities in which they serve. Using critical organizational theory and collaborative inquiry, as well as a narrative inquiry methodology, this project looks at the experiences of teachers and staff members as they enacted the "no excuses" philosophy over the course of one school year. First, the no excuses philosophy and management practices of College Prep Elementary School (CPES) will be explored. This includes narratives from staff members as they interpret their experiences being trained in the no excuses philosophy and how their views changed throughout the year. Then, the emotional reactions of the teachers and staff members will be more thoroughly analyzed as important intersections of identity and politics. Next, I explore stories of institutional microaggression and deficit shared by Staff of Color to gain a better understanding of the ways whiteness exists in schools. Finally, the inquiry group theorizes culturally competent school leadership, arriving at three main themes all resonating with the ethic of care: care for students, care for families and community, and care for teachers. In the final chapter, implications for policy and practice are shared, as well as the limitations of this study.
590 $a School code: 0175.
650 4 $a Education. $3 516579
650 4 $a Educational leadership. $3 529436
650 4 $a Educational sociology. $3 519608
690 $a 0515
690 $a 0449
690 $a 0340
710 2 $a University of Pennsylvania. $b Reading, Writing, Literacy. $3 3169856
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 0175
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10116304