Harvard Educational Review
  1. Summer 2019 Issue »

    A Politics of Redaction and Racial Justice in Digital Education Reform

    In this comparative ethnographic case study, Ethan Chang examines the politics of digital education reform. Drawing on new institutional theory and boundary work, he investigates how two digital technology nonprofit organizations in California drew boundaries to define themselves and ensure their survival in a competitive organizational field. He found that a Silicon Valley organization defined itself through prevailing state and corporate narratives of digital education reform and constructed technologies to accelerate achievement for low-income students. By contrast, an Oakland organization defined itself through expressed commitments to building power among historically excluded communities and communities of color and approached digital technologies to foster shared struggles for racial justice. Based on these findings, Chang develops the concept of a politics of redaction to foreground how actors in positions of power seek to depoliticize justice-oriented reform efforts and maintain inequitable social boundaries.

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    Ethan Chang (https://orcid.org/0000-0002-8242-3984), PhD (University of California, Santa Cruz) is a Chancellor’s Postdoctoral Fellow at the University of California, Santa Barbara. His research examines the intersection of social inequities and education policy and centers on three interwoven strands: the politics of digital technologies and youth, the role of market- and community-based advocacy organizations in shaping education, and socially just educational leadership and school-community change.
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    Summer 2019 Issue


    “Los Músicos”
    Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth

    Book Notes

    Land-Grant Universities for the Future
    Stephen M. Gavazzi and E. Gordon Gee

    Classroom Cultures
    Michelle G. Knight-Manuel and Joanne E. Marciano

    Ghosts in the Schoolyard
    Eve L. Ewing

    Data and Teaching
    Joseph P. McDonald, Nora M. Isacoff, and Dana Karin