Chicago School Policy: Regulating Black and Latino Youth in the Global City

Autor/in	Lipman, Pauline
Titel	Chicago School Policy: Regulating Black and Latino Youth in the Global City
Quelle	In: Race, Ethnicity and Education, 6 (2003) 4, S.331-355 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	School Policy; Social Bias; Discipline; Accountability; Educational Policy; Hispanic American Students; African American Students; Urban Schools; Correlation; Social Influences; Economic Factors; Racial Bias; Equal Education; Case Studies; Social Theories; Minority Groups; Racial Differences; Social Differences; Labor Force; Acculturation; Social Class + Suchen Sie Ihr Suchwort? Schulpolitik; Disziplin; Verantwortung; Politics of education; Bildungspolitik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Sozialer Einfluss; Ökonomischer Faktor; Racial discrimination; Rassismus; Case study; Fallstudie; Case Study; Gesellschaftstheorie; Ethnische Minderheit; Rassenunterschied; Sozialer Unterschied; Labour force; Arbeitskraft; Erwerbsbevölkerung; Akkulturation; Social classes; Soziale Klasse
Abstract	The author examines the relationship between accountability and militarization of urban US schools and social and economic processes in cities. The focus is the role of education policies in the production of inequality and racial oppression in the context of a new geography of centrality and marginality in world cities. This analysis is developed through a case study of Chicago school policy, which has been presented as a model for US schools nationally. The analysis is grounded in critical policy scholarship and critical race theory and draws on qualitative studies of four Chicago schools and system-wide data. It is argued that Chicago's policies serve to regulate and marginalize African American and Latino youth and sort and discipline them for differentiated roles in the economy and the city. It is also argued that these policies establish racialized social control through direct force and internalized discipline. The author contends that in the new urban landscape, education policies rooted in accountability and militarization reinforce patterns of racial domination and help produce new, racist differentiations. (Contains 15 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10