Harvard Educational Review
  1. Spring 2005 Issue »

    What “Counts” as Educational Policy?

    Notes toward a New Paradigm

    Jean Anyon
    In this piece, Jean Anyon argues that the definition of education policy should be expanded to include the consideration of economic policies. She asserts that the impact of economic policies, such as minimum wage laws, have large and often ignored impacts on the experiences of urban students. Anyon argues that even small annual salary enhancements can have direct effects on the experiences of urban families living in poverty, and particularly on the educational experiences of children in those families. Ultimately, Anyon posits the need for the inclusion of economic policies under the rubric of educational policies as divorcing the two creates an artificial divide; one cannot hope to impact urban schools without first addressing the economic needs of the families who attend those schools.

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    Spring 2005 Issue

    Abstracts

    Introduction
    Gary Orfield
    Does History Matter in Education Research?
    A Brief for the Humanities in an Age of Science
    Ellen Condliffe Lagemann
    Students’ Development in Theory and Practice
    The Doubtful Role of Research
    Kieran Egan
    Public Education in the Twentieth Century and Beyond
    High Hopes, Broken Promises, and an Uncertain Future
    Sonia Nieto
    What “Counts” as Educational Policy?
    Notes toward a New Paradigm
    Jean Anyon
    Comparative and International Education
    A Journey toward Equality and Equity
    Nelly P. Stromquist
    Afterword
    Kevin K. Kumashiro