Studying the Multidimensionality of Education Policy in Historical Perspective

Session Type: Symposium

Abstract

Prudence Carter and Michael Merry have argued, “Multiple domains of society determine the reproduction of both inequality and the distribution of resources” and, therefore, “Scholars, researchers, and policymakers need to step back and take the time to understand that multidimensional educational problems of inequality require multidisciplinary and multidimensional solutions.” This session proposes one way researchers might pursue “multidimensional” studies: conducting historical analyses across educational and linked social policies and institutions, including immigration, housing, and law enforcement policies. Through various studies, this panel interrogates how educational researchers can countervail the absence, misinterpretation, and decontextualization of educational research in policy discussions with historical, multidimensional analyses that examine the mutually constitutive relationships between educational and linked social policies and institutions.

Sub Unit

• Division F - Historical Inquiry in Education

Chair

• Janelle T. Scott, University of California - Berkeley

Papers

• The Multigenerational Impact of American Empire on Teacher Identity - Martha Y. Blanco, Teachers College, Columbia University

• The Legacy of Antiblackness: Intergenerational Narratives of Black Students in Philadelphia's Public Schools - Leana Cabral, Teachers College, Columbia University

• "More Than a Roof": Building Community Centers for Children in New York City Public Housing - Rachel Klepper, Teachers College, Columbia University

• Schools and the Rise of Mass Incarceration in a Post-Brown World - Matt Kautz, Eastern Michigan University

Discussant

• Janelle T. Scott, University of California - Berkeley