#CritEdPol Vol 1, Issue 1

 

We, the Critical Education Policies Studies (CEPS) group at Swarthmore College are delighted to share the first issue of #CritEdPol, A Journal of Critical Education Policy Studies at Swarthmore College.

#CritEdPol is a space for critical discussions of education policies and education-related issues, and their relationships to various communities and educational practice. Doing critical education policy studies is an evolving perspective that counters views that frame policy as apolitical, intrinsically technical, rational, action-oriented instruments that decision makers use to solve problems and affect change.*  Instead we view policy as social phenomena that are connected to socio-historical context, ideologies, institutions, and individuals involved in the formation and implementation of policy.

We hope to be a space where policy papers and other texts (video, podcasts, photo narratives, etc) created primarily by undergraduates and education advocates, including youth, parents, educators, activists, policy makers.

Our intention is to have a broad appeal in order to make education policy accessible and encourage cross-sector conversations and collaborations.

The journal is published in association with bepress and the Swarthmore College libraries (Pennsylvania, USA) here: http://works.swarthmore.edu/critedpol/

Digital Commons page: http://works.swarthmore.edu/critedpol/

Twitter: @CritEdPol, #CritEdPol

Facebook: https://www.facebook.com/CritEdPol/

Inquiries should be addressed through the contact form or by email Edwin Mayorga, emayorg1@swarthmore.edu

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Download complete version of journal

#CritEdPol Vol 1 Issue 1 (pdf)

Table of Contents (pdf)

About – p. 2

Editor’s Introduction

Edwin Mayorga – p.  3

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Implementing Ethnic Studies in California Public Schools

Tania Uruchima, ’16 – p. 7

 

 

 

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Helping Students Read to Achieve; The Past, Present, and Future of Educational Policies on Dyslexia

Elias Blinkoff, ’17 – p. 22

 

 

 

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More than Numbers: Recruitment and Retention of Teachers of Color in U.S. Public Schools

Esteban Cabrera-Duran, ’18 – p. 39

 

 

 

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Not what, but who: Controlled choice in gifted education programs in the United States

Robert Zipp, ’18 – p. 53

 

 

 

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Ten Years: Policy in 3-D

Sabrina Stevens, ’07 – p. 68

Acknowledgements – p. 77

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Acknowledgements

 

Back Matter

 

The work in the journal is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO License.