Douglas S. Reed is a Professor of Government and Director of the MA Program in Educational Transformation at Georgetown University. He teaches and writes about education politics and policy-making, as well as civil rights. His interests include education reform, equality in education, and the nature of educational governance. He is the author, most recently, of Building the Federal Schoolhouse, published by Oxford University Press.
My new book explores how federal educational policy initiatives intersect with the long-standing commitments to localism in American education. It argues that the "education state" that has been built over the past 50 years of federal reform efforts is the product of persistent clashes between local political commitments and federal ambitions.
This issue of RSF: The Russell Sage Foundation Journal of the Social Sciences, co-edited by myself, Katie McDermott and David Gamson, brings together political scientists, historians, policy scholars, economists, and sociologists to understand how changes in political institutions, the economy and social contexts have shaped the ability of the Elementary and Secondary Education Act to redress poverty through the expansion of educational opportunity.
I am currently working on a range of projects, predominantly focused on the politics of education and the organizational changes needed to achieve lasting and just education reform.
Selected Earlier Works
This book examines the effects and politics of state constitutional litigation campaigns to equalize educational resources and the political reactions to state supreme court decisions striking down school finance plans.
This article explores the fluid and dynamic nature of state constitutional meanings and how political re-definitions of those meanings provide insights into the nature of constitutional commitments. It explores these issues in the context of state constitutional battles over gay marriage and state initiative campaignsagainst gay rights
Education, Inquiry and Justice
Georgetown students and faculty have long worked to expand educational opportunity, particularly in Washington, DC classrooms. Through research, teaching and community engagement, the Georgetown community has sought to ensure educational justice for all students. In 2012, the University created the Education, Inquiry and Justice program as a Minor in Georgetown College. This program, which I direct, takes the teaching arts as central to the liberal arts and seeks to equip all students -- whether they plan to teach or not -- with an understanding of the nature of inquiry, the dynamics of learning and how social and political structures shape a child's opportunities to learn.
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