Winton, S. (2022). Unequal benefits: Privatization and public education in Canada. University of Toronto Press.
Abstract
In Canada, the concept of the 'public school ideal' is under threat due to increasing privatization. Modelling a critical analysis approach, a leading education researcher examines how policies have perpetuated this trend, inadvertently eroding core values in public education. Despite challenges being identified, concrete suggestions for action are included that encourage parents, educators, researchers and members of the public, to understand the importance of their roles in advocating for a universally accessible and equal-opportunity system.
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References
Alberta Teachers’ Association. (2019). Privatization and public education systems (COOR-141-2). Research Briefs. https://legacy.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/Research%20Briefs/COOR-141-2%20Privatization%20and%20Public%20Education%20Systems.pdf
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Apple, M. W. (2019). On doing critical policy analysis. Educational Policy, 33(1), 276–287. https://doi.org/10.1177/0895904818807307
Froese-Germain, B. (2016). Public education a public good: Report on privatization of K–12 education in Canada. Canadian Teachers’ Federation. https://files.eric.ed.gov/fulltext/ED613794.pdf
Winton, S. (2022). Unequal benefits: Privatization and public education in Canada. University of Toronto Press.
Young, M. D., & Diem, S. (2018). Doing critical policy analysis in education research: An emerging paradigm. In C. R. Lochmiller (Ed.), Complementary research methods for educational leadership and policy studies (pp. 79–98). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-93539-3_5
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