State Disinvestment, Technologies of Choice and "Fitting In": Neoliberal Transformations in US Public Education

Autor/in	Convertino, Christina
Titel	State Disinvestment, Technologies of Choice and "Fitting In": Neoliberal Transformations in US Public Education
Quelle	In: Journal of Education Policy, 32 (2017) 6, S.832-854 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1324113
Schlagwörter	State Aid; Neoliberalism; Educational Change; Public Education; Educational Finance; School Choice; Parent Attitudes; Whites; Charter Schools; Crowding; Public Schools; Equal Education; Economic Factors; Ethnography; Participant Observation; Parent Surveys; Interviews; Focus Groups; Grounded Theory; Arizona + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Bildungsreform; Öffentliche Erziehung; Bildungsfonds; Choice of school; Schulwahl; Elternverhalten; White; Weißer; Charter school; Charter-Schule; Public school; Öffentliche Schule; Ökonomischer Faktor; Ethnografie; Teilnehmende Beobachtung; Interviewing; Interviewtechnik
Abstract	Given state cuts to US public education, overcrowding and underfunding in urban district schools continue to grow. Yet, how parents understand the role of state disinvestment on underfunded and overcrowded public schools remains relatively unexamined. Drawing from an ethnographic study of school choice in Arizona, I explore how a group of white parents from diverse income and educational levels, who exited their child from a district school to enroll in a charter school, articulated state disinvestment in their everyday lives. Findings show that parents blamed local schools for what were largely the effects of state disinvestment. In particular, parents connected underfunding and overcrowding with a lack of district responsiveness to individual concerns to express the view that dire conditions were a personal and not a collective problem. Concurrent with the view that they were "were forced to choose" a charter school due to a lack of district responsiveness, parents developed the belief that choice makes education more equal, especially for students who don't "fit in" to the district school. In total, findings highlight how technologies of choice enter into local cultural and material struggles to transform the relationship between parents and schools from a social to an economic one. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01