Kathleen deMarrais

Kathleen deMarrais is a professor in the Department of Lifelong Education, Administration and Policy at the University of Georgia. With a background in sociology and anthropology of education, she serves as a qualitative methodologist in UGA’s Qualitative Research Program. She has a long history of teaching qualitative research methods courses and mentoring doctoral students. Her research focuses on qualitative methodologies, critical qualitative research, qualitative pedagogy, and the teaching of qualitative research methodologies. A key research strand includes the history and funding of conservative philanthropists in the U.S. and their impact on educational policy and practice. In addition to numerous articles and book chapters, her books include: Foundations for research: Methods of inquiry in education and the social sciences. (with S. Lapan), Inside Stories, Educating Young Adolescent Girls (with P. O’Reilly & B. Penn), The way schools work: A sociological analysis of schooling (with M. LeCompte), Life at the margins: Profiles of diverse adults (with J. Merrifield, D. Hemphill & B. Bingman), and Teach for America Counter Narratives: Alumni Speak Up and Speak Out (with T. J. Brewer).

Books by Kathleen deMarrais:

In 1971, corporate lawyer and future U.S. Supreme Court Justice Lewis Powell wrote a detailed memo that galvanized a small group of conservative philanthropists to create an organizational structure and fifty-year plan to alter the political landscape of the United States. Funded with significant “dark money,” the fruits of their labor are evident today in the current political context and sharp cultural divisions in society. Philanthropy, Hidden Strategy, and Collective Resistance examines the ideologies behind the philanthropic efforts in education from the 1970s until today. Authors examine specific strategies philanthropists have used to impact both educational policy and practice in the U.S. as well as the legal and policy context in which these initiatives have thrived. The book, aimed for a broad audience of educators, provides a depth of knowledge of philanthropic funding as well as specific strategies to incite collective resistance to the current context of hyperaccountability, privatization of schooling at all levels, and attempts to move the U.S. further away from a commitment to the collective good.

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