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

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dc.contributor.author Winton, Sue
dc.date.accessioned 2019-02-01T20:50:34Z
dc.date.available 2019-02-01T20:50:34Z
dc.date.issued 2019
dc.identifier.citation Winton, S. (2019). Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography. Educational Policy, 33(1), 44-66. en_US
dc.identifier.uri https://doi.org/10.1177/0895904818807331 en_US
dc.identifier.uri http://hdl.handle.net/10315/35714
dc.description.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. en_US
dc.description.sponsorship SSHRC en_US
dc.language.iso en en_US
dc.subject fundraising; education policy; institutional ethnography en_US
dc.title Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography en_US
dc.type Article en_US

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