TY - JOUR
T1 - Democratic (Dis)engagement in school district decentralization
T2 - A critical analysis of actors and coalitions
AU - Sampson, Carrie
AU - Diem, Sarah
N1 - Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Leaders of education policy continue to decentralize school districts, particularly in predominately large urban districts, despite mixed results from this reform. In this article, we seek to explain how decentralization came to fruition through the policymaking process in one of the largest and most diverse districts in the United States that serves urban, suburban, and rural communities. Employing concepts related to advocacy coalitions and critical policy analysis, our analysis suggests that the policymaking process to decentralize this district was complex, messy, and political with clear delineations between those voices that were (un)heard and (un)involved.
AB - Leaders of education policy continue to decentralize school districts, particularly in predominately large urban districts, despite mixed results from this reform. In this article, we seek to explain how decentralization came to fruition through the policymaking process in one of the largest and most diverse districts in the United States that serves urban, suburban, and rural communities. Employing concepts related to advocacy coalitions and critical policy analysis, our analysis suggests that the policymaking process to decentralize this district was complex, messy, and political with clear delineations between those voices that were (un)heard and (un)involved.
UR - http://www.scopus.com/inward/record.url?scp=85097931175&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85097931175&partnerID=8YFLogxK
U2 - 10.1080/15700763.2020.1836230
DO - 10.1080/15700763.2020.1836230
M3 - Article
AN - SCOPUS:85097931175
SN - 1570-0763
VL - 21
SP - 657
EP - 678
JO - Leadership and Policy in Schools
JF - Leadership and Policy in Schools
IS - 3
ER -