Journal articles: 'School privatization'

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Kane, Pearl Rock. "Privatization and School Choice." Schools 6, no. 2 (October 2009): 241–42. http://dx.doi.org/10.1086/606032.

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Dobra, Bardhyl, and Michiel S. de Vries. "Privatization in an Adverse Institutional Context: The Case of Kosovo." NISPAcee Journal of Public Administration and Policy 9, no. 1 (June 1, 2016): 9–30. http://dx.doi.org/10.1515/nispa-2016-0001.

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AbstractRegarding the effectiveness of privatization, two schools of thought are distinguished: a school in favor of privatization in general and a school that judges the success of privatization to be dependent on the institutional context. This article discusses the arguments of both schools and presents a case study on the privatization processes that did take place in Kosovo. The Kosovo case is a critical case as Kosovo was a post-conflict country with a deplorable institutional setting at the time it initiated the privatization processes. If privatization was successful anyway, this would make for a strong argument in favor of privatization in general.The outcomes of the case study show, however, many unintended and negative effects of privatization in the Kosovo context. The conclusion, therefore, disputes the claim that privatization is beneficial in general, irrespective of the institutional setting. Instead, the article makes a plea for creating a favorable institutional setting before starting far-reaching transformations through large-scale privatization.The issues arising from this article are important for policy-makers and international missions considering implementing similar programs to other post-conflict countries.

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Weist, Mark, Kathleen Blackburn Franke, Rob Lucio, Jefferson Bass, Terry Doan, and Deborah Blalock. "Privatization and school mental health." Journal of Public Mental Health 19, no. 2 (January 27, 2020): 99–107. http://dx.doi.org/10.1108/jpmh-06-2019-0065.

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Purpose The purpose of this paper is to describe the relationship between privatization and school mental health (SMH) in the USA, as well as to present a case study of the SMH system in South Carolina. Design/methodology/approach The authors reviewed data regarding states’ mental health systems (e.g. public, private and hybrid of public and private), mental health budgets and percentages of schools with mental health clinicians. Findings The results demonstrate that the majority of states have public mental health systems. There is variability between states regarding general funding, as well as funding for SMH. Further, there was variability in the percentage of schools with SMH clinicians, with South Carolina reporting the greatest percentage. South Carolina’s mental health system, which is a public–private hybrid is reviewed, along with relevant history on the development of SMH programs in the state. Originality/value This paper contributes to the general knowledge by describing the provision and funding sources for SMH services within the USA. It yields important implications for integrating public mental health services within schools.

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Azevedo, Mario Luiz Neves de. "A “Escola Cooperativa de Maringá” ou uma escola com “ensino público e gratuito com microgestão privada” (1991-1992): Uma experiência de charter school no Brasil avant la lettre." education policy analysis archives 26 (October 15, 2018): 132. http://dx.doi.org/10.14507/epaa.26.3712.

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The article analyzes the experience of privatization of municipal public schools in Maringá (Paraná - Brazil) between 1991 and 1992, called “Cooperative School of Maringá”, considered by the municipal administration (1989-1992) as a school of "public and free education with private micromanagement". The article also presents the concept of New Public Management (NPM) and demonstrates similarities between the model of privatization in Maringá and charter schools in the USA.

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Lhungdim, Mercy Lamneichong, and E. Hangsing. "Privatization of School Education: Problems and Prospects." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 261–67. http://dx.doi.org/10.34293/education.v9i3.3897.

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Privatization has grown tremendously in the field of education in India to meet the growing demands for education in society. Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall efficiency and (iii) Improving equity in educational opportunities (Pedró, et al., 2015). School Education plays an important role in shaping the future of the nation by facilitating all-round development of the student. Keeping in view the increasing popularity and rapid growth of a number of private schools and contributions it made to society also comes with its problems. It is equally important on pragmatic grounds to examine the move towards privatization and its problems. In light of this, the present paper attempts to analyse the problems and prospects of privatization of school education as perceived by parents, teachers and students with special reference to Churachandpur District, Manipur.

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Carnoy, Martin. "School Choice? Or is it Privatization?" Educational Researcher 29, no. 7 (October 2000): 15–20. http://dx.doi.org/10.3102/0013189x029007015.

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Casey, Leo. "The Warped Logic of School Privatization." Dissent 64, no. 3 (2017): 155–59. http://dx.doi.org/10.1353/dss.2017.0084.

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Termes, Andreu, D. Brent Edwards, and Antoni Verger. "The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization." Educational Policy 34, no. 1 (November 11, 2019): 91–117. http://dx.doi.org/10.1177/0895904819886323.

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Educational public–private partnerships (EPPP) have been widely implemented in the Philippines, primarily through the Education Service Contracting (ESC) voucher. Yet, the effects of this voucher on privatization of education, school choice, and competition dynamics remain largely understudied. This article addresses this gap through an investigation of families’ school choice patterns and schools’ logics of action in the Philippines’ education. Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuate school segregation and stratification dynamics—between and within schools.

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Koirala, Amit. "Debate on Public and Private Schools in Nepal." International Journal of Social Sciences and Management 2, no. 1 (January 25, 2015): 3–8. http://dx.doi.org/10.3126/ijssm.v2i1.11882.

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There are various types of opinion on disparities between private and public school in Nepal lead a debate on whether school education should privatize or not. There are opinions in for and against the privatization in school education. Some people argue that the privatization in school education should not be promoted. It creates two classes citizens. Similarly some people argue that the school education is entirely responsible of the government. On the other hand, some gives logic that the government is failure to offer quality education to all children due shortage of funds so, this paper tries to explore the existing debate on public and private schools in Nepal.DOI: http://dx.doi.org/10.3126/ijssm.v2i1.11882 Int. J. Soc. Sci. Manage. Vol-2, issue-1: 3-8

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Gustavussen, Mathilde Lind. "Contending with school reform." Focaal 2018, no. 82 (December 1, 2018): 94–108. http://dx.doi.org/10.3167/fcl.2018.820107.

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This article presents a study of state-imposed neoliberal education reform and resistance in post-Katrina New Orleans. In Hurricane Katrina’s aftermath, the city’s school system was dramatically reformed with most of its public schools replaced by privately administered “charter schools.” The article examines the social contradictions created by this reform and characterizes how the city’s education activists articulate their resistance to education privatization. Situating the reform within New Orleans’s post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. The article concludes by considering how the neoliberal policies implemented after the storm were conditioned by race, arguing that racial politics should be considered fundamental, rather than adjacent, to the study of neoliberalization in US cities.

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Zancajo, Adrián. "Education markets and schools’ mechanisms of exclusion: The case of Chile." education policy analysis archives 27 (October 21, 2019): 130. http://dx.doi.org/10.14507/epaa.27.4318.

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Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.

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Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.

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McCarthy, Martha. "8. School privatization: friendly or hostile takeover?" Journal of Education Policy 12, no. 1-2 (January 1997): 61–69. http://dx.doi.org/10.1080/0268093970120110.

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Rubin, David I. "The Charter School Law in Massachusetts: Analysis, Commentary, Wish." Radical Teacher 100 (October 9, 2014): 97–104. http://dx.doi.org/10.5195/rt.2014.164.

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Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts. In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

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Torche, Florencia. "Privatization Reform and Inequality of Educational Opportunity: The Case of Chile." Sociology of Education 78, no. 4 (October 2005): 316–43. http://dx.doi.org/10.1177/003804070507800403.

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Chile has experienced considerable educational expansion over the past few decades, as well as a privatization reform in 1981 that introduced full parental choice through a voucher system, in the context of a market-oriented transformation of the country. Using a cohort analysis of the 2001 Chilean Mobility Survey, this article examines trends in educational stratification in Chile over the past 50 years, with a focus on the changes that followed the privatization reform. The analysis shows that, in line with international findings, there is “persistent inequality” of educational opportunity across cohorts in Chile. Persistent inequality is not total, however. There is a small but significant increase in inequality in the transition to secondary education, which is cotemporaneous with the market-oriented transformation. Furthermore, when school sector-a form of “qualitative inequality” expressed in the distinction among public, private-voucher, and private-paid schools-is considered, the analysis suggests an increase in the advantages that are associated with private-voucher schools after the privatization reform, as well as in the benefits of attending private-paid schools during and after the reform. The article concludes by discussing the relationship among economic context, privatization reform, and educational inequality.

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Kim, Youngran. "Privatization and school practices: Evidence from Seoul’s high school choice policy." International Journal of Educational Development 62 (September 2018): 322–32. http://dx.doi.org/10.1016/j.ijedudev.2018.07.007.

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Fernández-González, Noelia. "Repensando las políticas de privatización en educación: El cercamiento de la escuela." education policy analysis archives 24 (December 12, 2016): 123. http://dx.doi.org/10.14507/epaa.24.2509.

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This article aims to introduce the concept of enclosure as a category to think about privatization policies in education. The concept of enclosure refers to the process by which communal land rights and uses were removed between the 14th and 18th centuries, making possible the passage from feudalism to capitalism. Nowadays, a discourse named as a “commons paradigm” (Bollier, 2007) exposes privatization dynamics as a contemporary movement of enclosure. This paradigm stablishes an analogy between the enclosures that made possible the primitive accumulation and the contemporary dynamics of privatization. In this text, privatization policies in education are analyzed as a movement of enclosure in the school. The text is divided into four sections. Firstly, it analyzes the state-reform process in the current context of globalization and the blurring of boundaries between the public and the private. Secondly, it focuses in the “commons paradigm”, followed by its critics in the next section. The fourth section reflects on the enclosure of the school taking as starting point previous research about privatization policies introduced in Spain and particularly in the Autonomous Region of Madrid.

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Bills, David B., and Ryan Wells. "A Review of: “Schools or Markets? Commercialism, Privatization, and School-Business Partnerships”." Educational Studies 43, no. 2 (March 28, 2008): 158–62. http://dx.doi.org/10.1080/00131940801944629.

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Beese, Jane, and Jennifer Martin. "Misrepresenting Brown: Are Ohio Schools Lost in the Free Market? General Implications for Urban Education." Urban Education 55, no. 8-9 (October 21, 2016): 1203–23. http://dx.doi.org/10.1177/0042085916666929.

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The privatization of public funds for education through school choice programs has fueled the expansion of virtual online charter schools. This redirection of funds contributes to the idea that virtual school success is comparable or even superior to the performance of traditional public schools. The schools most adversely affected are the schools with the highest need, those serving children living in poverty and already underserved minority student populations: urban public schools. The purpose of this article is to investigate the performance of virtual schools and the redistribution of public monies from public to online community schools in Ohio.

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Ahmed, Hamna, and Sahar Amjad Sheikh. "Determinants of School Choice: Evidence from Rural Punjab, Pakistan." LAHORE JOURNAL OF ECONOMICS 19, no. 1 (January 1, 2014): 1–30. http://dx.doi.org/10.35536/lje.2014.v19.i1.a1.

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The objective of this study is to understand why parents in rural areas of Punjab, Pakistan, choose to send their children to private schools when free public schools are available. The study utilizes the Privatization in Education Research Initiative (PERI) school choice dataset compiled by the Lahore School of Economics in collaboration with the Punjab Bureau of Statistics. These data provide rich information on parents’ perception of their child’s school relative to alternative schools he or she could have attended. The findings suggest that parents’ perceptions play an important role in school choice. In particular, their perceptions of school quality and employment opportunities emerge as key determinants of private school choice. Additionally, expenditure on and access to private schooling relative to public schooling as well as the socioeconomic status of the household have a significant impact on parents’ probability of choosing a private school for their child.

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Percy, Stephen L., and Peter Maier. "School Choice in Milwaukee. Privatization of a Different Breed." Policy Studies Journal 24, no. 4 (December 1996): 649–65. http://dx.doi.org/10.1111/j.1541-0072.1996.tb01654.x.

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Jankov, Pavlyn, and Carol Caref. "Segregation and inequality in Chicago Public Schools, transformed and intensified under corporate education reform." education policy analysis archives 25 (June 5, 2017): 56. http://dx.doi.org/10.14507/epaa.25.2631.

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During the period of 1981 to 2015, the total population of Black students in CPS plummeted from close to 240,000, 60% of all CPS students, to 156,000 or 39% of CPS. This paper documents how despite their decreasing numbers and percentage in the system, the vast majority of Black students remained isolated in predominantly low-income Black schools that also became the target of destabilizing corporate reforms and experimentation. This study examines the historic and contemporary dual segregation of Black teachers and Black students in Chicago Public Schools, and how mass school closures, privatization, and corporate school reform have both transformed and deepened segregation and resource-inequity across Chicago's schools.

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Quinn, David M., Thomas J. Kane, Miriam Greenberg, and Daniel Thal. "Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment." Educational Administration Quarterly 54, no. 4 (March 14, 2018): 529–58. http://dx.doi.org/10.1177/0013161x18764333.

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Purpose: U.S. schools have traditionally been characterized by teacher privacy and independence, yet theory and empirical work suggest that peer observation and support—or “de-privatized instruction”—can help improve pedagogical practice. In this study, we investigate whether the introduction of video technology into a school—through a video-based teacher evaluation system called Best Foot Forward (BFF)—led to instructional de-privatization, even in the absence of program components designed to encourage de-privatization. Research Method: Eighty-five schools were randomly assigned to BFF or a control condition. After one school year, teachers and administrators completed Web-based surveys about their experiences. Findings: We find that BFF caused administrators to facilitate more peer support among teachers, made teachers more likely to share lesson videos with colleagues, led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing instructional support to colleagues (with relatively newer teachers taking on a larger role in providing peer support). Implications: Results suggest that video technology may be an effective tool for efforts to improve instruction by increasing peer observation and support.

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Winton, Sue. "Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography." Educational Policy 33, no. 1 (October 23, 2018): 44–66. http://dx.doi.org/10.1177/0895904818807331.

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In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children’s school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents’ experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a “good parent” and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in TDSB schools.

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Kaplan, Leslie S., and William A. Owings. "Betsy DeVos’s Education Reform Agenda: What Principals—and Their Publics—Need to Know." NASSP Bulletin 102, no. 1 (March 2018): 58–84. http://dx.doi.org/10.1177/0192636518763084.

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Betsy DeVos, the new U.S. Secretary of Education, has a reform agenda to advance school choice. Her track record includes enabling charter school growth in Michigan at taxpayers’ expense with little oversight or accountability. Although an effective advocate, DeVos represents a broader policy movement to privatize American education, much of it happening beneath public awareness. Understanding Ms. DeVos’s policy goals, how the President and Congress are supporting these, and how privatization is occurring in states can help principals and education leaders recognize the stakes, learn what to watch for, and take appropriate actions to preserve and strengthen America’s public schools.

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Ford, Brian. "The Significance of Charter Schools and the Privatization of Standards: Holding the Wolf by the Ears." Policy Futures in Education 3, no. 1 (March 2005): 16–29. http://dx.doi.org/10.2304/pfie.2005.3.1.5.

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The dynamics of educational policy discourse in the USA are illustrated by the highly contested positions on charter schools in three arenas: media debates, national policy and local school reform. In media debates, civil society actors – including teachers’ unions, think tanks and print media – engage in polarized exchanges notable for their name-calling and vitriol. In national policy, after two decades of much consensus where charters were viewed as a way of raising standards, policy formation is presently shaped by deep splits on funding and privatization initiatives; charters are increasingly short on the former and seen as potential vehicles for the latter. This manifests itself on the level of local reform, where charters are a component part of numerous school reforms, including a systematic overhaul of the nation's largest school district. There, a corporate model that emphasizes the chief executive officer's role in selecting among productive and unproductive employees has been deployed. The title image (wolf, ears) responds to some of the discourse and is taken from Thomas Jefferson's explanation of the dilemma slavery posed for the USA. As the privatization of standards seems to advance incrementally, the article suggests that a similar dilemma now confronts advocates for public education, especially teachers’ unions, who have previously supported standards-based reform and the use of charters for the purpose of educational innovation.

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Maranto, Robert. "A Tale of Two Cities: School Privatization in Philadelphia and Chester." American Journal of Education 111, no. 2 (February 2005): 151–90. http://dx.doi.org/10.1086/426836.

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Martin, Lauren, Katie Loomis, and Jemimah L. Young. "Cutting School: The Privatization, Segregation, and the End of Public Education." Education and Urban Society 53, no. 1 (May 16, 2020): 113–16. http://dx.doi.org/10.1177/0013124519900159.

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Kovalchuk, Serhiy, and Svitlana Shchudlo. "Reworking of School Principals' Roles in the Context of Educational Privatization." European Education 46, no. 2 (July 2014): 32–52. http://dx.doi.org/10.2753/eue1056-4934460202.

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Freedman, Sara. "Teachers as Grantseekers: The Privatization of the Urban Public School Teacher." Teachers College Record 102, no. 2 (April 2000): 398–441. http://dx.doi.org/10.1111/0161-4681.00060.

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Jabbar, Huriya, Wei-Ling Sun, Melinda A. Lemke, and Emily Germain. "Gender, Markets, and Inequality: A Framework." Educational Policy 32, no. 6 (October 19, 2016): 755–96. http://dx.doi.org/10.1177/0895904816673740.

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A growing body of research examines the role of elite networks, power, and race in the advocacy for market-based reforms and their ultimate effects on students, teachers, and communities of color. Yet, less research explores how such reforms interact with gender in the workplace, especially how policies such as school choice, competition, and incentive-based pay impact female actors within K-12 schools (e.g., teachers, school leaders). The current research on marketization and privatization in education has largely overlooked the potential impact on women in schools. We review the literature on women in K-12 education and in the economy more generally, and organize it conceptually to identify areas for future inquiry. After synthesizing and summarizing themes across diverse bodies of literature, we contend that as schools privatize, we may see greater gender disparities in education leadership and teaching.

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Lee, Jaekyung. "Policy Variation among Japan, Korea, England and the United States." education policy analysis archives 9 (April 24, 2001): 13. http://dx.doi.org/10.14507/epaa.v9n13.2001.

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School reform initiatives during the last two decades in Japan, Korea, England, and the United States can be understood as balancing acts. Because policymakers in England and the United States saw their school systems fragmented and student outcomes mediocre, they focused reform efforts on raising educational standards, tightening curriculum and assessment, and improving academic achievement. In contrast, policymakers in Japan and Korea, who saw their school systems overstandardized and educational processes deficient, focused their reform efforts on deregulating schools, diversifying curriculum and assessment, and enhancing whole-person education. While school reform policies were formulated and adopted in response to each countrys unique problems, they also were driven by globalization forces that fostered an international perspective. If implemented successfully, such cross-cultural policy variations (i.e., standardization vs. differentiation in curriculum, unification vs. diversification in assessment, and privatization vs. democratization in governance) would make distinctive educational systems more alike. Cultural and institutional barriers to educational convergence between the Eastern and Western school systems are discussed.

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De Paula, Alisson Slider do Nascimento, Frederico Jorge Ferreira Costa, and Kátia Regina Rodrigues Lima. "The cicada announces the fire of the Brazilian public school: Analysis of the era of privatizing guidelines." education policy analysis archives 28 (March 16, 2020): 35. http://dx.doi.org/10.14507/epaa.28.4129.

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This text seeks to analyze the privatization guidelines both globally and at the local level and their deployment in public basic education in Brazil. For that, a bibliographic and documentary study was used, using only public domain. It is possible to diagnose the double movement of endo and exoprivatization carried out in the educational panorama of Brazil, especially through the insertion of large business groups, as well as the reforms undertaken to put into operation the privatization agenda of public basic education. It is observed that the insertion of the private sector into the spaces of human formation reverberate metamorphoses, including that of the social function of the school institution, since it incorporates a link with the business and financial logic and, consequently, will facilitate a loss of the public sense of education as a social right.

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Trounstine, Jessica. "The Privatization of Public Services in American Cities." Social Science History 39, no. 3 (2015): 371–85. http://dx.doi.org/10.1017/ssh.2015.61.

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In the United States, significant variation regarding the quality of public goods exists across local governments. In this article, I seek to explain these patterns. I argue that economically and racially homogenous communities are collectively willing to invest more resources in public goods relative to diverse communities. I provide evidence in support of this claim by analyzing the relationship between race and income diversity and the share of community security and education that is provided by private entities. I find that as racial diversity and income inequality increase, the share of private security guards and white children enrolled in private school is higher.

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Faw, Leah, and Huriya Jabbar. "Poor Choices: The Sociopolitical Context of “Grand Theft Education”." Urban Education 55, no. 1 (June 9, 2016): 3–37. http://dx.doi.org/10.1177/0042085916651322.

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In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”

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Feoktistova, Kseniia. "Privatization of «Far Eastern Hectares»: Why (Not) Develop?" Regionalistica 8, no. 3 (2021): 32–48. http://dx.doi.org/10.14530/reg.2021.3.32.

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The article presents the results of the study of the current land privatization under the program «Far Eastern Hectare». An attempt was made based on the provisions of the neoinstitutional economic theory, to explain the insignificant actual amount of private investment with a large number of applications for free land. To identify the features of the ownership of land at the Russian Far East, changing under the influence of the program being analyzed, a selective survey of participants, expert interviews and analysis of cases were carried out. The results obtained are part of the study of the School of Economics and Management of the Far Eastern Federal University dedicated to the natural experiment of privatization flowing in the FEFD since 2016

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Lubienski, Christopher, and Ee-Seul Yoon. "Introduction to the special issue: Studying school choice in Canada." education policy analysis archives 25 (April 24, 2017): 37. http://dx.doi.org/10.14507/epaa.25.3012.

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In this article, we introduce the special issue that illuminates issues in school choice and education marketization in contemporary Canada. We begin with a discussion of the proliferation of market models across the globe and the kind of questions that have arisen as public policymakers, philanthropists, and other private interests have embraced and advanced market-oriented reforms. Then we turn to Canada, and briefly discuss the scholarly literature on education privatization and school choice in the past two decades. After that, we present the five articles, highlighting how each piece contributes to a deeper understanding of the changing landscape of choice and competition, as well as how these changes impact schools and communities in a diverse, multicultural country. We conclude by discussing the importance of continuing empirical research in order to inform important debates about how to best meet the needs of the students in a democratic society.

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Choi, Kyung Nam, Yun Park, and Byung ju Ahn. "A Study of Awareness of Nursery School Parents about Health Care Privatization." Journal of the Korean Society of Radiology 9, no. 7 (December 31, 2015): 495–500. http://dx.doi.org/10.7742/jksr.2015.9.7.495.

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Hatcher, Richard. "Privatization and sponsorship: the re‐agenting of the school system in England1." Journal of Education Policy 21, no. 5 (September 2006): 599–619. http://dx.doi.org/10.1080/02680930600866199.

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Sheng, Yap Meen. "Privatization and Internationalization of Secondary School Education in Singapore: A Policy Analysis." Journal of Research in International Education 8, no. 3 (November 26, 2009): 382–83. http://dx.doi.org/10.1177/14752409090080031002.

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Bellei, Cristián, Victor Orellana, and Manuel Canales. "Elección de escuela en la clase alta chilena. Comunidad, identidad y cierre social." education policy analysis archives 28 (January 13, 2020): 5. http://dx.doi.org/10.14507/epaa.28.3884.

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This article presents the results of a study about the reasons, motives and meanings associated with school choice among Chilean upper-class families. School choice has become a relevant issue in educational policy debates about marketization and privatization because it is linked to social segregation dynamics. The Chilean upper social class is an appropriate social space to study these issues since this group educates their children in a hyper-segregated set of very expensive private schools. The study followed a qualitative approach, conducting semi-structured interviews and focus groups in a prototypical zone of the upper social class in Santiago, Chile. Our main findings show the enormous relevance of communitarian, social and cultural concerns when choosing schools, seeking an identification between family and school community based on shared worldviews and social relationships. If we consider this social space as an educational market with prices, competition and school choice, this would be a market heavily embedded in a dense social world that support it and ultimately subordinate it. We also found some diversity within the upper social class, which is currently stressed by some processes of socio-cultural diversification.

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Fennimore, Beatrice S. "Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy." Review of Research in Education 41, no. 1 (March 2017): 159–81. http://dx.doi.org/10.3102/0091732x16687974.

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This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

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Henry, Kevin Lawrence. "“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans." Educational Policy 35, no. 2 (February 23, 2021): 235–58. http://dx.doi.org/10.1177/0895904820988202.

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Charter schools because of their entanglements with privatization remain one of the most publicly contested and controversial educational reform initiatives. Charter schools, in theory, are to balance autonomy and accountability in order to provide students with innovative learning environments and increased achievement on traditional academic measures. The governance of charter schools and the vision espoused in the charter application are central in determining the organization and operation of charter schools. As such, connected to charter schools are the actors that envision them and the processes and policies that enable them. Utilizing the case of post-Katrina New Orleans, I examine the charter authorization process, an understudied aspect of charter school policy. Understood as an objective, colorblind process in mainstream policy articulations, the authorization process regulates entry into educational markets. This paper applies a Critical Race Theory analysis to the authorization process. I argue the charter school authorization process is a foundational gatekeeping mechanism that structures charter markets. In so doing, the charter school authorization process is embedded within and constitutive of on-going processes of racial formation and racialized power solidification. Moreover, I argue mainstream policy articulations situate the charter school authorization process as an accountability mechanism that is neutral, benign, and objective; such articulations distort and distract from the racial antagonisms upon which neoliberal reform projects are built.

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Jara Gómez, Osvaldo. "La evaluación estandarizada y el objetivo privatizador de gran escala: la polémica sobre el SIMCE y una mirada desde la visión de la economía." Foro Educacional, no. 24 (January 11, 2016): 101. http://dx.doi.org/10.29344/07180772.24.614.

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RESUMENLa Ley del Sistema de Aseguramiento de la Calidad (SAC) ha instalado con carácter legal y obligatorio la toma censal de pruebas estandarizadas a todos los establecimientos del sistema escolar chileno. El presente ensayo discute la forma en que los resultados de las pruebas estandarizadas, además, de informar a las familias sobre calidad de la educación de los colegios, podrían servir para informar sobre los flujos de caja de las instituciones a fin de permitir la evaluación de proyectos de inversión en gran escala en la industria educativa chilena.Palabras clave: privatización de la educación, pruebas estandarizadas, industria educativa, aseguramiento de la calidad.Standardized evaluation and the large-scale privatization purpose: The controversy about the SIMCE test and a perspective from the EconomyABSTRACTQuality Assurance System Law (SAC) has installed as legal and mandatory the census-like standardized tests to all centers of the Chilean school system. This paper discusses how the results of standardized tests also inform families about educational quality of schools and could be used to report cash flows of the institutions so as to allow the assessment of large scale investment projects in Chile’s education industry.Key words: privatization of education, standardized testing, education industry, quality assurance.

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Skerritt, Craig. "Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy." Irish Educational Studies 38, no. 2 (March 28, 2019): 263–79. http://dx.doi.org/10.1080/03323315.2019.1595085.

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Agasisti, Tommaso. "School Choice and Privatization: A Review of Education and the Commercial Mindset (2016)." Educational Researcher 48, no. 1 (September 27, 2018): 61–63. http://dx.doi.org/10.3102/0013189x18803092.

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Knigge, L. "Intersections between public and private: community gardens, community service and geographies of care in the US City of Buffalo, NY." Geographica Helvetica 64, no. 1 (March 31, 2009): 45–52. http://dx.doi.org/10.5194/gh-64-45-2009.

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Abstract. This paper discusses issues of public space, citizenship, gender, and race in the light of public relocation of responsibility for social services and care to private communities due to the elimination, privatization or devolvement of such services by state restructuring and welfare reform. The presented case studies are taken from a larger study of community gardens in Buffalo, NY. This mixed methods study found connections between community organizations' commitment to community gardening and their involvement in the provision of social, youth, and emergency services, including after school programs, tutoring, refugee services, and winter coat drives. The paper concludes that the everyday lives of Buffalo’s residents within the social, political and economic conditions cannot be separated from the effects of larger structural processes, such as deindustrialization, privatization, and state restructuring.

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Resnick, David. "Do Bad Programs Always Drive Out Good? A Case Study in Free-Market Religious Education." Educational Evaluation and Policy Analysis 16, no. 1 (March 1994): 101–11. http://dx.doi.org/10.3102/01623737016001101.

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In the discussion of privatization of public education, there is little evidence on how competition among schools affects program quality. Jewish supplementary schooling is one network in which parents have total freedom to select the school of their choice. This article examines the dynamics of competition among four such programs during a 5-year period. Some competitive strategies reduced program demands, but others reinforced quality, though that term is problematic in this setting. The least intensive, least expensive program did not undercut the other programs in the long run, but did spur innovation. Further study of the dynamics of parental choice is warranted, focusing on denominational affiliation, cost, convenience, social factors, and quality.

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Nygreen, Kysa. "Neoliberal reform and family engagement in schools: An intersectional gender analysis." Policy Futures in Education 17, no. 2 (July 27, 2018): 205–21. http://dx.doi.org/10.1177/1478210318788416.

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This article presents an exploration of the work of family engagement in a racially- and linguistically-diverse, high-poverty, urban school district in a state of continuous neoliberal reform. Drawing from qualitative research methods, it is argued that family engagement is being reshaped by the imperatives of educational neoliberalization while, at the same time, remaining out of touch with the needs and concerns of families who are racially stigmatized, linguistically diverse, and experiencing extreme economic insecurity. It is further argued that school personnel charged with family engagement carry out exploited, invisible, and emotional tasks that increase in quantity and intensity as the social safety net declines under neoliberalism. Applying an intersectional gender analysis of emotional labor and the re-privatization of social reproduction offers an illustration of how family engagement in neoliberal schools both exploits and reinforces hierarchies of race–class–gender while obscuring these processes through neoliberal discourses of individual responsibilization.

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Karodia, Anis Mahomed, Dhiru Soni, and Devina Dawkinun. "Basic Education or School Going Education for South Africa : Privatization versus the Public Good." Kuwait Chapter of Arabian Journal of Business and Management Review 3, no. 3 (November 2013): 41–45. http://dx.doi.org/10.12816/0017473.

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Journal articles on the topic 'School privatization'

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