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District at the Edge : = Policy, Community, Place and Belonging in a School Closure Debate.

Record Type:	Electronic resources : Monograph/item
Title/Author:	District at the Edge :/
Reminder of title:	Policy, Community, Place and Belonging in a School Closure Debate.
Author:	Brecklin, Caitlin I.
Description:	1 online resource (179 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256673click for full text (PQDT)
ISBN:	9798834048237

District at the Edge : = Policy, Community, Place and Belonging in a School Closure Debate.
Brecklin, Caitlin I.

District at the Edge :Policy, Community, Place and Belonging in a School Closure Debate. - 1 online resource (179 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.

Includes bibliographical references

In 2019, the School Board for the small, rural Marion-Chester Area School District (MCASD) in Wisconsin voted to dissolve the district entirely after the repeated failure of local ballot measures requesting additional funding. This dissertation presents an examination of the dissolution crisis in MCASD, drawing on socio-cultural policy perspectives and utilizing qualitative, ethnographic methods to answer the question, how can we understand the constellation of contexts and factors, especially public support, policy structures, and local dynamics, that shaped the financial crisis in MCASD, a small, rural, financially bankrupt school district threatened with total dissolution? Taking seriously Weis and Fine's (2012) call for critical bifocality, I direct attention to both individuals and structures and the ways in which each mattered in MCASD. First, I explore the ways in which local factors both shaped and were revealed through the controversy, including debates over community definition, the place and purpose of schools for communities and individuals, questions of legitimate decision-making in educational policy. In doing so, I capture the complexity of this crisis and the ways in which it speaks to multiple ongoing educational policy debates while also revealing complications and contradictions within rural conservativism. Then, I direct attention to the policy structures that surrounded MCASD, including educational policies like those governing school funding and subjecting schools to market pressures and non-educational policies such as those addressing land use. I argue that existing policies functioned as a trap, leading MCASD into an untenable situation that the School Board felt could only be addressed through dissolution. Finally, I develop the notion of strategic belonging, a technique in which some residents of the MCASD asserted affinity with a neighboring community in a way that supported their perceived educational, resource, and racial self-interest. This study makes empirical and theoretical contributions to multiple literatures, including those examining rural education policy and politics, neoliberal and marketizing educational policies, and the politics of education writ large; further, it has practical implications for educational policy in Wisconsin and beyond.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834048237Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

ConservativismIndex Terms--Genre/Form:

542853
Electronic books.

District at the Edge : = Policy, Community, Place and Belonging in a School Closure Debate.
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520 $a In 2019, the School Board for the small, rural Marion-Chester Area School District (MCASD) in Wisconsin voted to dissolve the district entirely after the repeated failure of local ballot measures requesting additional funding. This dissertation presents an examination of the dissolution crisis in MCASD, drawing on socio-cultural policy perspectives and utilizing qualitative, ethnographic methods to answer the question, how can we understand the constellation of contexts and factors, especially public support, policy structures, and local dynamics, that shaped the financial crisis in MCASD, a small, rural, financially bankrupt school district threatened with total dissolution? Taking seriously Weis and Fine's (2012) call for critical bifocality, I direct attention to both individuals and structures and the ways in which each mattered in MCASD. First, I explore the ways in which local factors both shaped and were revealed through the controversy, including debates over community definition, the place and purpose of schools for communities and individuals, questions of legitimate decision-making in educational policy. In doing so, I capture the complexity of this crisis and the ways in which it speaks to multiple ongoing educational policy debates while also revealing complications and contradictions within rural conservativism. Then, I direct attention to the policy structures that surrounded MCASD, including educational policies like those governing school funding and subjecting schools to market pressures and non-educational policies such as those addressing land use. I argue that existing policies functioned as a trap, leading MCASD into an untenable situation that the School Board felt could only be addressed through dissolution. Finally, I develop the notion of strategic belonging, a technique in which some residents of the MCASD asserted affinity with a neighboring community in a way that supported their perceived educational, resource, and racial self-interest. This study makes empirical and theoretical contributions to multiple literatures, including those examining rural education policy and politics, neoliberal and marketizing educational policies, and the politics of education writ large; further, it has practical implications for educational policy in Wisconsin and beyond.
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