TY - JOUR
T1 - Making the Visible Invisible
T2 - Willful Ignorance of Poverty and Social Inequalities in the Research-Policy Nexus
AU - Powers, Jeanne
AU - Fischman, Gustavo
AU - Berliner, David
N1 - Publisher Copyright:
© 2016, © 2016 AERA.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - The year 2016 marks the 100th anniversary of the American Educational Research Association and the 50th anniversary of the publication of Equality of Educational Opportunity, known as the Coleman Report. These key moments in the field’s history ushered in important paradigm shifts in the practice of education research; in how the relationships among poverty, inequality, and schooling were understood; and in the research-policy nexus. This conceptual synthesis of the history of education research in the United States is focused on poverty knowledge in both periods. The authors trace the rise of education as a field of study, the place of poverty in the emergent science of education, and the extent to which leading researchers have acknowledged, analyzed, or contested poverty. The Coleman Report advanced a new paradigm for analysis while being firmly rooted in earlier traditions. Coleman’s analytical approach has become common sense in educational policymaking in the form of the accountability movement. The report’s fundamental insights about the relationship between poverty and student achievement too often remain unacknowledged by U.S. policymakers.
AB - The year 2016 marks the 100th anniversary of the American Educational Research Association and the 50th anniversary of the publication of Equality of Educational Opportunity, known as the Coleman Report. These key moments in the field’s history ushered in important paradigm shifts in the practice of education research; in how the relationships among poverty, inequality, and schooling were understood; and in the research-policy nexus. This conceptual synthesis of the history of education research in the United States is focused on poverty knowledge in both periods. The authors trace the rise of education as a field of study, the place of poverty in the emergent science of education, and the extent to which leading researchers have acknowledged, analyzed, or contested poverty. The Coleman Report advanced a new paradigm for analysis while being firmly rooted in earlier traditions. Coleman’s analytical approach has become common sense in educational policymaking in the form of the accountability movement. The report’s fundamental insights about the relationship between poverty and student achievement too often remain unacknowledged by U.S. policymakers.
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U2 - 10.3102/0091732X16663703
DO - 10.3102/0091732X16663703
M3 - Article
AN - SCOPUS:85006994189
SN - 0091-732X
VL - 40
SP - 744
EP - 776
JO - Review of Research in Education
JF - Review of Research in Education
IS - 1
ER -