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Wading Through the Consequences of Policy Decisions
Author(s) -
Boyd Fenice B.
Publication year - 2013
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.207
Subject(s) - writ , subtext , diversity (politics) , order (exchange) , class (philosophy) , mathematics education , pedagogy , psychology , sociology , political science , law , epistemology , business , philosophy , art , literature , finance
As long as we have schools, teachers and students, educational policy mandates, with a one‐size‐fits all subtext will always ebb and flow. Schools however, will forever encounter diversity writ large—teachers and students, families, languages, cognitive and academic abilities, interests, etc. The policy decisions do not necessarily fit the constituents’ needs. Boyd recounts her experience of visiting a bilingual, special education, science class, and her attempts to participate and understand, when the lesson was taught in Spanish. She argues that if policy decisions are truly made to positively impact students in order for them to be college and career ready, then it would seem feasible that policymakers take the time to conduct school visits in order to discern the needs of the constituents who will be affected by their policy mandates.