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ABSTRACT
School segregation is both an enduring and growing area of research interest. School segregation is shaped by multiple and complex forces within educational ecosystems, including individual students and households, education jurisdictions, organisational (dis)incentives, policies, and larger societal characteristics and contexts. As a field of study, comparative education emphasises the complex interactions of historical and socio-cultural context with actors, social institutions and policy settings for explaining educational phenomena. With this foundation, comparative education is uniquely positioned to integrate studies of school segregation into a comprehensive and comparative framework for deepening our theoretical understanding of school segregation and its causes, solutions, and impacts on educational equity. This paper introduces the special issue on school segregation. In addition to providing an overview of the special issue, we present a theoretical framework that may be useful for informing future comparative studies and conclude with several possible future research directions.
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Notes on contributors
Laura B. Perry
Laura Perry is professor of comparative education, sociology of education, and education policy at Murdoch University. She conducts research about educational disadvantage and inequalities, especially as they appear between schools, and the systems, structures and policies that shape them. The aim of her research is to inform policy and practice for improving equity of educational opportunities, experiences and outcomes. Specific research interests include educational marketisation, school segregation and stratification, and social class and education.
Emma Rowe
Emma Rowe is a senior lecturer in the School of Education, Deakin University and Fulbright Postdoctoral Scholar (2020). Emma is a recipient of the Australian Research Council Discovery Early Career Researcher Grant (DECRA) 2021–2024. Her research is interested in policy and politics in education. She serves as an associate editor for Critical Studies in Education and publishes in peer-reviewed journals such as Journal of Education Policy and Discourse: Studies in the Cultural Politics of Education. Her book is published by Routledge (2017), exploring the marketisation of the public school.
Christopher Lubienski
Christopher Lubienski is professor of education policy at Indiana University. His research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access. His current work examines (1) organisational responses to competitive conditions in local education markets, including geo-spatial analyses of education opportunities, and research on innovation in education markets for the OECD, and (2) policymakers’ use of research evidence as influenced by advocacy organisations.