By Amanda Datnow
What's the dating of gender to the micropolitics of faculty reform? This booklet explores this well timed study query, revealing the standard struggles that take place among varied factions of lecturers with varied definitions of what college skill for college kids. the point of interest of this fight, notwithstanding, is probably not on schooling, yet really on such underlying matters as gender. utilizing case stories, the writer exhibits how gender politics can be utilized by way of lecturers to hold up reform.
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Additional resources for The Gender Politics Of Educational Change (Educational Change and Development Series)
For example, during each regularly scheduled visit to Central High School, our research team conducted an average of thirty-five to forty interviews. We interviewed forty-five of the eighty-one teachers on the faculty. We interviewed teachers who were particularly good informants two or three times. The interviewed teachers represented a diversity of departments, factions, ages, ethnic and racial backgrounds, length of time at the school, and involvement level in the reform. We also conducted numerous lengthy 30 Central High School: The Case and its Context interviews with the principal, assistant principals, and the assistant superintendent.
29 The Gender Politics of Educational Change In order to closely monitor the school change process, I had ample phone contact and several follow-up meetings with administrators and teachers at Central. In August 1995, I circulated a lengthy case report to five people at the school for feedback. These people were chosen because they represented diverse view points on the issue of reform at the school. 3 We collected data through a variety of means including interviews, classroom and meeting observations, and school and community documents.
According to long-time residents of the community, although minorities had more control of local politics than ever, they still posed little threat to the small white power elite. The school’s Parent Teacher Association (PTA) also represented a powerful constituency in the school community. A district office administrator credited the PTA with the ‘power to make or break principals’ by lobbying the school board for or against them. The PTA was mostly composed of affluent white parents and several middle class AfricanAmerican parents.
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