A ROSE BY ANY OTHER NAME - LATINO AND ANGLO TEACHERS CONSTRUCTING CHICAGO SCHOOL-REFORM

This article uses a dramaturgical approach to analyze Chicago school r eform as it is interpreted by Latino and Angle teachers in one predomi nantly Latino high school. We present our analysis in the scripted for m of performance science, fashioning two juxtaposed monologues that re present composites of oppositional groups encountered at the school as teachers struggled to translate reform into action. The article also identifies the conditions and assumptions in each group that yield dis parate beliefs about reform, the impact of ethnicity and social class on these constructions, and a consideration of the interactions betwee n these two groups of teachers. The belief systems confronted each oth er politically and sociologically, raising questions as to whether Chi cago school reform operates similarly in other schools. More important , is the reform simply another ephemeral Band-Aid or a viable solution to the problems confronting the city's educational system?