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dc.contributor.authorWinton, Sue
dc.date.accessioned2019-02-01T20:50:34Z
dc.date.available2019-02-01T20:50:34Z
dc.date.issued2019
dc.identifier.citationWinton, 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.urihttp://hdl.handle.net/10315/35714
dc.identifier.urihttps://doi.org/10.1177/0895904818807331en_US
dc.description.abstractIn 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
dc.description.sponsorshipSSHRCen_US
dc.language.isoenen
dc.subjectfundraisingen_US
dc.subjecteducation policyen_US
dc.subjectinstitutional ethnographyen_US
dc.titleCoordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnographyen_US
dc.typeArticleen


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