Embodied Neoliberal Education Reform Within a Full-Service Community School: Ramifications and Reflections

• In Event: 35.054 - Commmunity–School Partnerships in the Era of Educational Reform: Current Practices and Future Directions

Abstract

This research started with the question, “How does a full-service community school (FSCS) interact with neoliberal education reforms as demonstrated through its teachers?” While the spirit of this larger question remains, the research moved to focus specifically on one particular year at Polk Community High School as it contained many issues relevant to this main question. In the end, the research settled on the implications for FSCSs given an analysis that focused on the ways in which neoliberal education reform is embodied by teachers students, and community advisory members.

Authors

• Gabriel Stephen Huddleston, Texas Christian University

• Monica A. Medina, Indiana University - Indianapolis