YorkSpace has migrated to a new version of its software. Access our Help Resources to learn how to use the refreshed site. Contact diginit@yorku.ca if you have any questions about the migration.
 

Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography

Loading...
Thumbnail Image

Date

2019

Authors

Winton, Sue

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children’s school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents’ experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a “good parent” and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in Toronto schools.

Description

Keywords

Fundraising, Education policy, Institutional ethnography

Citation

Winton, S. (2019). Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography. Educational Policy, 33(1), 44-66.