Abstract
In this article, Alemán examines how Mexican American district leaders conceptualize and argue for a more equitable system of school finance. The superintendents studied are politically active educational leaders who participate in the school finance debate while advocating for their Mexican American constituency. The author addresses the nature of the superintendents’ policy and political discourse and their conceptualizations of race and racism in their political strategy. In these analyses, the author uses a Critical Race Theory (CRT) framework and argues for a more critical debate of the inherent institutional racism at the foundation of Texas school finance policy.
Cited by
31 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献