The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. Critical Social Thought.
The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. Critical Social Thought.
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城市教育的新政治经济学：新自由主义、种族和城市权利。
DOI：
10.4324/9780203821800
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Pauline Lipman
中科院分区：
文献类型：
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作者：
Pauline Lipman
这本书是六年来对芝加哥学校和城市改革的激进主义和研究的结果，它以新自由主义的简要概述开始。在此之后，第一章介绍了李普曼的中心论点：新自由主义的城市和教育政策，支持和白色至上主义意识形态的通知，取代非洲裔美国人和拉丁美洲人/工人阶级社区作为项目的一部分，以吸引城市投资。第二章扩展了这一主张，将后福特主义的全球资本主义和白色至上与改革和芝加哥的城市政策联系起来。第三章分析了芝加哥公立学校董事会2010年复兴政策文件，并阐述了政策参与者如何将其与联邦教育政策一起使用，以进一步推动芝加哥公共教育的市场化和撤资。在第四章中，利普曼批评了混合收入的住房和教育政策以及支撑两者的话语，同时进一步支持她的主张，即城市改革和学校改革是同一个新自由主义城市倡议的一部分。她发现，虽然在平等主义的言论框架，混合收入的城市发展和教育政策是隐含的种族主义话语，否认面临的结构性问题，非洲裔美国人和拉丁美洲人/工人阶级社区的支持。此外，将贫困重新定义为一个文化问题，贬低了这些社区作为知识和文化生产空间的价值
The book, the result of six years of activism and research into school and urban reform in Chicago, begins with a brief overview of neoliberalism. Following this, the first chapter presents Lipman’s central argument: neoliberal urban and education policies, supported and informed by White supremacist ideologies, displace African American and Latino/a working class communities as part of a project to attract urban investment. The second chapter expands upon this claim, linking post-Fordist global capitalism and White supremacy to school reform and urban policies in Chicago. The third chapter presents an analysis of the Chicago Public School Board’s Renaissance 2010 policy document and exposition of how policy actors use it together with federal education policies to further the marketization and disinvestment of public education in Chicago. In the fourth chapter, Lipman critiques mixed income housing and schooling policies and the discourses that underpin both while building further support for her claim that urban reform and school reform are part of the same neoliberal urban initiative. She finds that while framed in egalitarian rhetoric, mixed-income urban development and education policies are implicitly supported by racist discourses that disavow the structural problems facing African American and Latino/a working class communities. Moreover, the recodification of poverty as a cultural problem devalues these communities as spaces of intellectual and cultural production