Tag Archives: NOLA

Dude, Really?: Education policy kudos and criticism (in the same week)

At my core, the reason why I chose educational policy as a profession is because I care about children. Today I’d like to take up some of the critics of the policy brief that I included in the post Flood of Lies: Education reform crescendo at #Katrina10 Then I would like to humbly share some very cool kudos that happened this week. Be

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Colonizing the Black Natives: Reflections from a former NOLA Charter School Dean of Students

Are some charters’ practices new forms of colonial hegemony? When examining current discipline policies and aligned behavioral norms within charter school spaces, postcolonial theory is useful because of the striking similarities between problematic socialization practices and the educational regimes of the uncivilized masses in colonized nations. A number of postcolonial theorists focus on multiple ways that oppressors dominate their subjects and maintain

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Louisiana Data=Berlin wall— What do they have to hide?

CREDO has produced new research on charters in Louisiana. Looks like they want to disavow themselves of their prior claims about the poor performance charters relative to neighborhood schools— only 15% of charters in 16 states performed better than the neighborhood public schools. This time they have published a study on Louisiana charters. CREDO just happens to have exclusive access

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