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Often lost in the discourse regarding educational policy-making and implementation are the micropolitical experiences of the individuals who are most affected by policy: students. Policymakers often develop policy under the guise of making schools better, but in effect they often lose sight of insuring that all students receive a good education regardless of gender, race, or class distinctions. In the quest to sat- isfy constituents and competing value systems, the possible negative effects of policies on stu- dents are often ignored. Magnet Schools: A Retrospective Case Study of Segregation Most policymaking relies on traditional assump- tions of a meritocratic system, that implicitly supports the hierarchical structure of society Cynthia Gersti-Pepin (Gakes & Lipton, 1999). Since there is only so much room at the top, a certain number of stu- dents are doomed, or expected, to fail. Within the bureaucratic structure of educational sys- tems, important goaIs such as providing a qual- ity education for all children are ignored, or forgotten about, in order to preserve the exist- ing hierarchy. As Ferguson (1984) posits. “The strict hierarchical arrangement of roles within bureaucracies, and the need to maintain this hierarchy in order to achieve predictability and control, exacerbates the problem of
The High School Journal – University of North Carolina Press
Published: Mar 1, 2002
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