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Central Ideas, Central Questions, References - Coggle Diagram
Central Ideas
The power of distraction
Farley et al. (2021) stated “...distraction is often not passive. That is, when we are distract, it is because some other things actively required or demanded our attention-diverting it away from something else” (p.173).
Distraction is manipulation, and manipulation is rooted in power dynamics.
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Flores-Chaparro (2018) stated
“...limits of traditional approaches to education policy that focus solely on issues such as curriculum and pedagogy and leave larger political and economic inequities unaddressed” (p.366).
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Farley et al. (2021) stated…”the frames and symbols used to describe a given political or policy problem also serve to define and constrain our understanding of reality” (p.167).
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Education debt
Farley et al. (2021) references Landson Billings (2008) in stating, “Education debt, which ‘requires us to think about how all of us, as members of a democratic society, are implicated in creating these achievement disparities” (p.167).
Farley et al. (2021) stated
“…education became more focused on a smaller subset of potential solutions and less focused on the broader structural barriers to equity” (p.173).
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We shouldn't be surprised the winners chose a game (or set of rules) that they knew they could win (or be successful at).
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Educational reform is driven by people with money, not educational stakeholders.
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References
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Farley, A. N., Leonardi, B., & Donnor, J. K. (2021). Perpetuating inequalities: The role of political distraction in education policy. Educational Policy, 35(2), 163–179. https://doi.org/10.1177/0895904820987992
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