New Orleans as Ground Zero for Remedy and Repair: Research Advances Interrogating the Post-Katrina Reform Model

Session Type: Symposium

Abstract

While the school choice movement has studied, experimented, and “tweaked” reforms, we see reform with little change (Payne, 2008). Contributors assert that post-Katrina reforms were not isolated policy enactments and that New Orleans has always served as a central place for Black struggles for public education. This symposium considers: What do we know about New Orleans, and how do we know it? And, what does New Orleans mean for the larger trajectory of public education? Contributors illuminate how not only are post-Katrina educational policies and their networks of validated knowledge production replicated elsewhere, but so too are the attendant racialized power dynamics. We position replicating the post-Katrina model or any of its masked derivations as reproducing antiblack logic.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Context and Structural Inequalities

Chair

• Raynard Sanders, New Orleans Imperative

Papers

• The New Orleans Imperative: Toward Remedy and Repair - Raynard Sanders, New Orleans Imperative

• “Poking Holes in Your Program”: Educational Enclosures in the New Orleans Recovery School District - Elizabeth K. Jeffers, University of New Orleans

• Déjà vu in Houston ISD: Educator Voice on State Intervention - Jennifer E. Grace, University of Houston - Clear Lake

• Post Katrina Educational Policy as Racialized Innovation: Replicating the Institutionalization of Black Dispossession - Rachel E. Williams, University of Wisconsin - Madison

Discussant

• Kevin Lawrence Henry, University of Wisconsin - Madison