By Pauline Lipman
Urban schooling and its contexts have replaced in strong methods. outdated paradigms are being eclipsed via international forces of privatization and markets and new articulations of race, classification, and concrete area. those components and extra set the degree for Pauline Lipman's insightful research of the connection among schooling coverage and the neoliberal fiscal, political, and ideological strategies which are reshaping towns within the usa and round the globe.
Using Chicago as a case research of the interconnectedness of neoliberal city guidelines on housing, monetary improvement, race, and schooling, Lipman explores better implications for fairness, justice, and "the correct to the city". She attracts on scholarship in serious geography, city sociology and anthropology, schooling coverage, and important analyses of race. Her synthesis of those lenses provides additional weight to her severe appraisal and desire for the longer term, delivering an important contribution to present arguments approximately city education and the way we predict approximately kinfolk among neoliberal schooling reforms and the transformation of towns. through reading the cultural politics of why and the way those relationships resonate with people's lived event, Lipman pushes the research one step additional towards a brand new academic and social paradigm rooted in radical political and financial democracy.
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Extra resources for The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City
African, Latino/a, Asian, and Middle Eastern Neoliberal Urbanism and Education Policy 33 immigrant communities are at once policed and contained, commodified as ethnic tourist attractions and aestheticized diversity, and are bases to pressure the city for multicultural policies (Zukin, 2002). Harvey (2001) argues that this spatial reordering of the city is located in the spatial logics of capital: “The inner contradictions of capitalism are expressed through the restless formation and re-formation of geographical landscapes” (p.
Often I put my researcher role 18 Introduction aside. But the epistemologies and perspectives of the people with whom I work in solidarity deeply inform my understandings. My analysis is based on research reports and archival documents on federal housing policy, urban development, and urban education nationally and in Chicago and on the ethnographic research, collaboration, and activism with communities and teachers described above. My data include a variety of documentary and participant observation data collected in public meetings of teachers, union and education activists, parents, community organizers, and youth, and in official public hearings.
32). He proposed a “critical policy scholarship” that situates urban education in the social, economic, political, and cultural contexts shaping the city. Critical policy scholarship illuminates the material and cultural struggles in which schooling is located and is generative of social action toward social justice (p. 41). An underlying assumption is that policy is an expression of values arising out of specific interests and relations of power. Grace notes that framework requires a multidisciplinary approach that draws on urban studies as well as urban sociology.