What Counternarratives of Teachers Reveal: The Contextual and Racial Nature of School Resources

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Show Me the Money: Funding and the Allocation of Resources (Table 4)

Abstract

School resources are most often examined through a macro lens, whether if it’s through a state or district analysis. What does a micro analysis of school resources yield? Better yet, what does a critical analysis of resources at the school-level unveil? This research uses the Critical School-Level Resource Framework to do just that by focusing at the individual school-level to qualitatively interrogate how teachers at a particular school context conceptualize resources. Critically examining school-level resources by local stakeholders, i.e. teachers, I explore how conceptualizations of resources are racialized and their implications for education and resource policies, but more importantly for students and families.

Author

• Ji Ho Yang, University of Washington
  Presenting Author