Ya Basta! Countering the Effects of Neoliberal Reform on an Urban Turnaround High School

This article provides an account of the ways in which students and adult supporters of an urban turnaround high school mobilized to defy the rhetoric of neoliberal reforms and the subsequent deficit narrative imposed on them and on their school. Their counternarratives refute the master narratives a...

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Bibliographic Details
Published in:American educational research journal 2020-08, Vol.57 (4), p.1868-1906
Main Author: Pazey, Barbara L.
Format: Article
Language:English
Subjects:
Alternative approaches
Critical race theory
Critical Theory
Disabilities
Education reform
Educational Change
Ethnic identity
High School Students
High Schools
Minority Group Students
Narratives
Neoliberalism
Outcomes of Education
Race
Resistance to Change
Rhetoric
School Turnaround
Secondary school students
Student Attitudes
Students
Terminology
Urban areas
Urban Education
Urban Schools
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Summary:This article provides an account of the ways in which students and adult supporters of an urban turnaround high school mobilized to defy the rhetoric of neoliberal reforms and the subsequent deficit narrative imposed on them and on their school. Their counternarratives refute the master narratives advanced by federal and state educational reforms. The current rationale of neoliberal reforms and the disabling terminology used to construct the identity of a school and the individuals associated with the school are interrogated through the theoretical framework of Dis/ability Critical Race Theory. An alternative approach and philosophy of thought regarding school reform and the ways in which we define the worth and value of a school, its students, and the larger community is offered.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831219886530