Why a social justice framing of school finance-and why now?

To What Ends and By What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy

Volumn , Issue , 2013, Pages 1-5

  Rodriguez, Gloria M ^a   Rolle, R Anthony ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920794791     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203941218     Document Type: Chapter

References (4)

1. Bell, L. A. (1997). Theoretical foundations for social justice education. In M. Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3-15). New York & London: Routledge.
2. Gittell, M. J. (1998). Strategies for school equity: Creating productive schools in a just society. New Haven, CT: Yale University Press.
3. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), pp. 69-91.
4. Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. New York: Routledge.