Racial Capitalism and STEM Education in Chicago Public Schools

Autor/inn/en	Morales-Doyle, Daniel; Gutstein, Eric
Titel	Racial Capitalism and STEM Education in Chicago Public Schools
Quelle	In: Race, Ethnicity and Education, 22 (2019) 4, S.525-544 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morales-Doyle, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1592840
Schlagwörter	Public Schools; STEM Education; Social Systems; Urban Schools; Racial Bias; Corporations; Neoliberalism; High Schools; Labor Force Development; Curriculum; Student Role; Community Schools; Sustainability; Educational History; School Closing; Elementary Schools; Social Bias; African Americans; Minority Groups; Low Income Groups; Equal Education; Access to Education; African American Students; Track System (Education); Vocational Education; Problem Solving; Role of Education; Social Justice; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; STEM; Social system; Soziales System; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial discrimination; Rassismus; Unternehmen; Neo-liberalism; Neoliberalismus; High school; Oberschule; Arbeitskräftebestand; Curricula; Lehrplan; Rahmenplan; Community school; ; Gemeindeschule; Gemeinschaftsschule; Nachhaltigkeit; History of education; Bildungsgeschichte; School closings; Schließung; Schließung (von Schulen); Elementary school; Grundschule; Volksschule; Afroamerikaner; Ethnische Minderheit; Education; Access; Bildung; Zugang; Bildungszugang; African Americans; Student; Students; Schüler; Schülerin; Studentin; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung; Problemlösen; Bildungsauftrag; Soziale Gerechtigkeit
Abstract	This article analyzes the role of STEM initiatives designed by city and corporate elites in a large urban district and outlines an alternative, grassroots vision for (STEM) education and city schools. Within a neoliberal context of gentrification, displacement, disinvestment, and privatization, STEM schools have become strategic components of Chicago's 'portfolio district' that serve the interests of racial capitalism in three ways. First, STEM schools provide a claim to fairness in the midst of racist school closures. Second, STEM high schools are a corporate strategy for racially stratified labor force preparation that restricts curriculum and reifies tracking. Third, curriculum restriction prioritizes corporate interests over students' capacity to shape their communities and the world. The authors draw on the wisdom of Chicago communities who have led resistance against corporate education reform to critique Chicago STEM policy and point to critical mathematics and science education as part of a model for sustainable community schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01