Department of Teaching, Learning and Teacher Education
Date of this Version
2004
Citation
Harvard Journal of Hispanic Policy, Vol. 16, (2003-2004), pp 37-50.
Abstract
In many parts of the country, Latino newcomers are encountering educational policies that were framed by non-Latino local leaders. This study, an ethnography of educational policy, depicts an unorthodox assemblage of policy framers from both the United States and Mexico who shaped the local education policies aimed at Latino newcomers in Dalton, GA, in the 1990s. The study considers the evolving underlying understandings of these framers and the strategies that resulted, considering also why a temporary consensus that launched an impressive initiative—the Georgia Project—ultimately
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Online https://hjhp.hkspublications.org/archives/