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Conceptualizations of Equity Across the Landscape of Education Policy
Conceptualizations of Equity Across the Landscape of Education Policy
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104637
- ISBN
- 9798288834516
- DDC
- 379
- 서명/저자
- Conceptualizations of Equity Across the Landscape of Education Policy
- 발행사항
- [Sl] : University of Washington, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 192 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: A.
- 주기사항
- Advisor: Rigby, Jessica G.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2025.
- 초록/해제
- 요약Our education system is rife with ongoing work to pursue equity and equitable outcomes, but equity itself is rarely well-defined in this work. To date, little work has been done to examine what definitions of equity exist across this broad landscape and how their alignment or misalignment contributes to our collective capacity to pursue equity or address inequity. I drew on Critical Policy Analysis and Critical Sensemaking Theory to conduct a descriptive case study to examine conceptualizations of equity (Allbright et al., 2019) in teacher cognition, school structures, and local, state, and federal policy. In line with previous research, I found that liberal and democratic liberal conceptualizations of equity-equity of access and equity of outcomes, respectively-were most prevalent in policies at all levels. I demonstrate how my participants' took up a liberal conceptualization of equity regarding their work and that plausibility played a central role in elevating a liberal conceptualization over a democratic liberal conceptualization. I found that liberal and democratic liberal conceptualizations of equity were embedded in school structures by policies and school leaders and this process influenced teachers' sensemaking about equity. Finally, I contextualize this in the broader policy context to show that supporting multiple conceptualizations of equity in policy has the potential to address both questions of access and outcomes according to these two conceptualizations of equity. I build on the extant research by demonstrating that conceptualizations of equity become mixed in policy language. This refers to situations when the identified success measure for a policy does not align with the expected outcome measures from the conceptualization of equity framed in that policy. I argue that mixed conceptualizations can undermine or delegitimize efforts to pursue equity and often create difficult or impossible expectations for local actors engaged in equity work.
- 일반주제명
- Education policy
- 일반주제명
- Educational leadership
- 일반주제명
- Political science
- 키워드
- Policy language
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 87-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798288834516
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aBaldauf, Brett R.
■24510▼aConceptualizations of Equity Across the Landscape of Education Policy
■260 ▼a[Sl]▼bUniversity of Washington▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a192 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: A.
■500 ▼aAdvisor: Rigby, Jessica G.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2025.
■520 ▼aOur education system is rife with ongoing work to pursue equity and equitable outcomes, but equity itself is rarely well-defined in this work. To date, little work has been done to examine what definitions of equity exist across this broad landscape and how their alignment or misalignment contributes to our collective capacity to pursue equity or address inequity. I drew on Critical Policy Analysis and Critical Sensemaking Theory to conduct a descriptive case study to examine conceptualizations of equity (Allbright et al., 2019) in teacher cognition, school structures, and local, state, and federal policy. In line with previous research, I found that liberal and democratic liberal conceptualizations of equity-equity of access and equity of outcomes, respectively-were most prevalent in policies at all levels. I demonstrate how my participants' took up a liberal conceptualization of equity regarding their work and that plausibility played a central role in elevating a liberal conceptualization over a democratic liberal conceptualization. I found that liberal and democratic liberal conceptualizations of equity were embedded in school structures by policies and school leaders and this process influenced teachers' sensemaking about equity. Finally, I contextualize this in the broader policy context to show that supporting multiple conceptualizations of equity in policy has the potential to address both questions of access and outcomes according to these two conceptualizations of equity. I build on the extant research by demonstrating that conceptualizations of equity become mixed in policy language. This refers to situations when the identified success measure for a policy does not align with the expected outcome measures from the conceptualization of equity framed in that policy. I argue that mixed conceptualizations can undermine or delegitimize efforts to pursue equity and often create difficult or impossible expectations for local actors engaged in equity work.
■590 ▼aSchool code: 0250.
■650 4▼aEducation policy
■650 4▼aEducational administration
■650 4▼aEducational leadership
■650 4▼aPolitical science
■653 ▼aCritical policy analysis
■653 ▼aCritical sensemaking
■653 ▼aEducational equity
■653 ▼aDemocratic liberal conceptualization
■653 ▼aPolicy language
■690 ▼a0458
■690 ▼a0514
■690 ▼a0449
■690 ▼a0615
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g87-01A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358284▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
