Pathways of Education Reform ‘From Below’: Theorizing Social Movements as Grassroot Agents of Educational Change
DOI:
https://doi.org/10.3384/confero.2001-4562.221115Keywords:
social movements, political sociology of education, education reform, education policy, institutionalismAbstract
No abstract available.
References
Andrews, K. T. (2002). Movement-countermovement dynamics and the emergence of new institutions: The case of “white flight” schools in Mississippi. Social Forces, 80(3), 911-936.
Anyon, J. (2009). Progressive social movements and educational equity. Educational Policy, 23(1), 194-215.
Apple, M. (2004 [1979]) Ideology and Curriculum. 3rd Edition. London: Routledge.
Armstrong, E. and Bernstein, M. (2008). Culture, power, and institutions: A multi-institutional politics approach to social movements. Sociological Theory, 26(1), 74-99.
Arnove, R. and Torres, C.A. [eds.] Comparative Education. The Dialectic of the Global and the Local, Plymouth: Rowman and Littlefield.
Ball, S. (1994). Education Reform. Philadelphia: Open University Press.
Bamattre, R. (2019) “Between state and society: Community schools in Zambia” in Clothey, R. and Heidemann, K. [eds] Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling. (Rotterdam: Brill-Sense).
Bannerji, H., Carty, L. , Dehli, K., Heald, S., and McKenna, K.. (1991) Unsettling Relations: The University as a Site of Feminist Struggles. (Boston: South End Press).
Barrenechea, I., Beech, J. and Rivas, A. (2022). How can education system improve? A systematic literature review. Journal of Educational Change. https://doi.org/10.1007/s10833-022-09453-7
Binder, A. (2002) Contentious Curricula: Afrocentrism and Creationism in American Public Schools. Princeton: Princeton University Press.
Bonal, X., Rambla, F. X., Calderón, E., & Pros, N. (2005). La descentralización educativa en España: Una mirada comparativa a los sistemas escolares de las comunidades autónomas. Barcelona: Fundació Carles Pi i Sunyer.
Bosi, L., Giugni, M. & Uba, K. (2016) The Consequences of Social Movements. Cambridge: Cambridge University Press.
Bray, M. (2007) “Control of education: Issues and tensions in centralization and decentralization” in Arnove, R. and Torres, C.A. [eds.] Comparative Education: The dialectic of the global and the local, Third Edition. New York: Rowan and Littlefield.
Brint, S. (2006) Schools and Societies. 2nd Edition. Stanford: Stanford University Press.
Cahnmann, M., & Varghese, M. M. (2005). Critical advocacy and bilingual education in the United States. Linguistics and Education, 16(1), 59-73.
Carnoy, M.,and Rhoten, D. (2002). What does globalization mean for educational change? A comparative approach. Comparative Education Review, 46(1), 1-9.
Choudry, A. (2015) Learning Activism: The intellectual life of contemporary social movements. Toronto: University of Toronto Press.
Clothey, R. and Heidemann, K. [Eds.] (2019) Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling. (Rotterdam: Brill-Sense).
Crawford, J. (2000) At war with diversity: US language policy in an age of anxiety. Philadelphia: Multilingual Matters.
Dale,R. (2005). Globalisation, Knowledge Economy and Comparative Education. Comparative education, 41(2), 117-149.
Delgado, A. (2014) Co-operatives and education in the Basque Country: The ikastolas in the final years of Franco’s dictatorship. History of Education, 43(5), 676-90.
Earl, J. (2000). Tanks, tear gas and taxes: Toward a theory of movement repression. Sociological Theory, 21(1) 44-68.
Edwards, B. (2019) “Accountability through community-based management? Implications from the local-level implementation in El Salvador of a globally popular model” in Clothey, R. and Heidemann, K. [eds] Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling. Rotterdam: Brill-Sense.
Fligstein, N. and McAdam, D. (2012) A theory of fields. New York: Oxford Univesity Press.
Ginsburg, M. B. (1991). Understanding Educational Reform in Global Context: Economy, ideology, and the state. New York: Taylor & Francis.
Giugni, M. (1998). Was it worth the effort? The outcomes and consequences of social movements. Annual Review of Sociology, 24(1), 371-393.
Guzman-Concha, C. (2012) The Students’ Rebellion in Chile: Occupy Protest or Classic Social Movement? Social Movement Studies, 11(3-4):408-415.
Hanson, M. (2001). Institutional Theory and Educational Change. Educational Administration Quarterly, 37(5), 637-661.
Heidemann, K. (2014). In the Name of Language: School-based language revitalization, strategic solidarities, and state power in the French Basque Country. Journal of Language, Identity & Education, 13(1), 53-69.
Heidemann, K. and Clothey, R. (2019) “Community-based schooling and the intersectional politics of centralization and decentralization” in Clothey, R. and Heidemann, K. [eds] Another way: Decentralization, Democratization and the global politics of community-based schooling. Rotterdam: Brill.
Horn, G. R. (2017). “1968: a social movement sui generis” in Berger, S. and Nehring, H. [eds], The History of Social Movements in Global Perspective (pp. 515-541). London: Palgrave Macmillan.
Horsford, S., and Vasquez Heilig, J. (2014). Community-based education reform in urban contexts: Implications for leadership, policy, and accountability. Urban Education, 49(8), 867-870.
Hytten, K., & Bettez, S. C. (2011). Understanding education for social justice. Educational foundations, 25, 7-24.
Isaac, L. Jacobs, A., Kucinskas, J. and McGrath (2019) Social movements schools: Sites for conscious transformation, training and prefigurative social development. Social Movement Studies, 2:160-182.
Loewen, J. (1995) Lies My Teacher Told Me: Everything American History Textbooks Get Wrong. (New York: The New Press).
McGinn N., and Walsh, T. (1999) Decentralization of education: Why, when and how? Paris: UNESCO International Institute for Educational Planning.
Meyer, J., Ramirez, F., and Soysal, Y. (1992). World expansion of mass education, 1870-1980. Sociology of Education, 1:128-149.
Meyer, D. (2004). Protest and Political Opportunities. Annual Review of Sociology, 30:125-145.
Meyer, D., and Boutcher, S. (2007). Signals and Spillover: Brown v. Board of Education and other social movements. Perspectives on Politics, 5(1):81-93.
Morley, L., and Walsh, V. (Eds.). (1996). Breaking Boundaries: Women in higher education. (New York: Taylor & Francis).
Morrow, R. and Torres, C.A. (2007) “The State, Social Movements and Education Reform” in Arnove, R. and Torres, C.A. [Eds.] Comparative Education: The Dialectic of the Global and the Local. (New York: Rowan and Littlefield).
Niesz, T., Korora, A. M., Walkuski, C. B., & Foot, R. E. (2018). Social movements and educational research: Toward a united field of scholarship. Teachers College Record, 120(3), 1-41.
Oakes, J., and Lipton, M. (2002). Struggling for educational equity in diverse communities: School reform as social movement. Journal of Educational Change, 3(3), 383-406.
Powell, W. and DiMaggio. (1991). The New Institutionalism in Organizational Analysis. Chicago: University of Chicago Press.
Rofes, E. and Stulberg, L. (2004) The emancipatory promise of charter schools: Toward a progressive politics of school choice, Albany: SUNY Press.
Schneiberg, M., and Lounsbury, M. (2008). “Social movements and institutional analysis”. In Greenwood, R., Oliver, C., Sahlin, K. and Suddaby, R. [Eds.], The Handbook of Organizational Institutionalism, pp. 648- 670. (Thousand Oaks: Sage).
Shirley, D. (1997) Community organizing for urban school reform. Austin: University of Texas Press.
Skrentny, J. (2006). Policy-Elite Perceptions and Social Movement Success: Understanding variations in group inclusion in affirmative action. American Journal of Sociology, 111(6), 1762-1815.
Smith, J. and Wiest, D. (2012) Social movements in the world system. The politics of crisis and transformation. New York: Russell Sage.
Snow, D., Soule, S. and Kriesi, H [eds] (2004). The Blackwell companion to social movements. New York: Wiley-Blackwell.
Spring, J. (2009) Globalization of Education: An Introduction. New York:Routledge.
Stromquist, N. P., and Monkman, K. (Eds.). (2014). Globalization and Education: Integration and contestation across cultures. Lanham: Rowman and Littlefield.
Su, C. (2009) Streetwise for booksmarts: Grassroots organizing and education reform in the Bronx. Ithaca: Cornell University Press.
Tarlau, R. (2015). Not-so-public contention: Movement strategies, regimes, and the transformation of public institutions in Brazil. Mobilization, 20(1), 101-121.
Tarrow, S. (1998) Power in movement. Social movements and contentious politics. New York: Cambridge University Press.
Timmer, A. (2019) “Decentralization, centralization and minority education in Hungary” in Clothey, R. and Heidemann, K. [eds] Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling. Rotterdam: Brill-Sense.
Van Zanten, A., and Robert, A. (2000). " Plus ca Change..."? Changes and Continuities in Education Policy in France. Journal of Education Policy, 15(1), 1-4.
Warren, M. and Mapp, K. (2011) A match on dry grass: Community organizing as a catalyst for school reform. New York: Oxford University Press.
Willaime, J. P. (2007). “Different models for religion and education in Europe”, pp.57-66 in Jackson, R. Miedema, S., Weisse, W., and Willaime, J.P. [eds] Religion and Education in Europe: Developments, Contexts and Debates. Berlin: Waxman.
Zhao, D. (1998). Ecologies of social movements: Student mobilization during the 1989 prodemocracy movement in Beijing. American Journal of Sociology, 103(6), 1493-1529.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Kai Heidemann
This work is licensed under a Creative Commons Attribution 4.0 International License.
As Confero is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or Confero in publishing the journal.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by Confero.
When publishing with Confero, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in Confero using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in Confero.
As evident by the markers on our homepage, Confero falls under the Creative Commons licence abbreviated BY. This means that we allow others to use, spread and elaborate on the published articles, as long as they acknowledge who published it and where it was originally published.
