Abstract
The purpose of this paper is to seek the transformative possibilities of the charter schools on the school system. Not a few researchers and teachers often criticized that those new public schools should be the institutional entities for the privatization and conservative tribalism in education.
But some 'mom- and- pop' charter schools are surely the experimental schools which could put a brake on the reproduction of poverty and social stratification. Those are also 'effective schools' which can improve student achievements in testing and can make their children leaders of social justice.
They have brought a new right for the school stakeholders to establish a public school and to define their own school accountability into the public education system in the United States. This definitely means a new type of affirmative actions that are theoretically based on constructionism.
Furthermore, in the article, I tried to reconstruct the old and new normative frameworks of affirmative actions because we could refine both frameworks as the tools to analyze the practices in the charter schools. I concluded that Nancy Eraser's theory of justice and the egalitarianism of Samuel Bowles and Herbert Gintis should be available for the constructionism theory connecting between redistribution with recognition.
