Making the global city, making inequality. The political economy and cultural politics of Chicago school policy.

Autor/in	Lipman, Pauline
Titel	Making the global city, making inequality. The political economy and cultural politics of Chicago school policy.
Quelle	In: American educational research journal, 39 (2002) 2, S. 379-419Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 120
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039002379
Schlagwörter	Empirische Untersuchung; Bildungschance; Arbeitsmarkt; Gerechtigkeit; Schüler; Schulpolitik; Schulreform; Wirtschaft; Wirtschaftspolitik; USA; Schulpolitik; Schulreform; Entwicklung; Ethnische Gruppe; Ungleichheit; Globalisierung; Schüler; Gerechtigkeit; Ungleichheit; Globalisierung; Wirtschaft; Wirtschaftspolitik; Arbeitsmarkt; Entwicklung; Rechenschaftslegung; Standard; Zentralisierung; Ethnische Gruppe; Chicago, Ill.; USA
Abstract	This article examines current Chicago school reform in the context of economic restructuring, the drive to become a "global city", and the cultural politics of race. The discussion focuses on high stakes testing and accountability policies and on new, special programs and schools. The analysis is based on data from four qualitative case studies of Chicago elementary schools, school system data on the nature and geographic distribution of differentiated programs and schools, and examination of labor force trends and economic developement policies. Contrary to the discourse of equity that frames Chicago school reform , the author argues that the current policies exacerbate existing race and class inequalities and create new ones. The policies promote unequal educational opportunities and experiences and produce stratified identities with significant implications in Chicago's new, highly stratified work force. As a whole Chicago's reforms support the inherent inequalities of global city developement, gentrification and the displacement of working-class and low-income communities, especially communities of colour. The author argues that education policies are part of a cultural politics of race aimed at the control and regulation of African-American and Latino youth and their communities. The paper concludes with proposals toward the democratic reconstruction of urban education policy. (DIPF/ orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)