By Pauline Lipman

Urban schooling and its contexts have replaced in robust methods. outdated paradigms are being eclipsed by way of worldwide forces of privatization and markets and new articulations of race, type, and concrete house. those components and extra set the degree for Pauline Lipman's insightful research of the connection among schooling coverage and the neoliberal monetary, political, and ideological approaches which are reshaping towns within the usa and round the globe.

Using Chicago as a case research of the interconnectedness of neoliberal city rules on housing, financial improvement, race, and schooling, Lipman explores better implications for fairness, justice, and "the correct to the city". She attracts on scholarship in serious geography, city sociology and anthropology, schooling coverage, and important analyses of race. Her synthesis of those lenses supplies additional weight to her serious appraisal and desire for the long run, delivering an important contribution to present arguments approximately city education and the way we predict approximately kin among neoliberal schooling reforms and the transformation of towns. by way of interpreting the cultural politics of why and the way those relationships resonate with people's lived event, Lipman pushes the research one step extra towards a brand new academic and social paradigm rooted in radical political and monetary democracy.

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Additional resources for The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City

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S. cities was transitioning to the neoliberal world order, including loss of living wage jobs, hyperconsumption stimulated by expanded credit, and fi nancialization of all aspects of the economy, including urban government (Betancur & Gills, 2000; Ranney & Wright, 2004). Over the next two decades, the wealthiest Chicago residents and upwardly mobile professionals did extremely well from these policies while the majority of working class and poor people saw a decline in income and living standards (Michel cited in Ranney &Wright, 2004).

This imposed fiscal constraints on local governments and delinked them from national government. As cities competed directly in the global economy, urban entrepreneurship, “space marketing” (Harvey, 2001), and market rule became the driving ideologies in city government. d) At the same time liberalization of global fi nance coupled with cuts in federal funding for cities made debt fi nancing central to the operation of city governments, further integrating them into, and subjecting them to the regulation of global fi nancial markets.

Haymes, 1995; Lipsitz, 2006b, 2007; Wilson, 2006). I explore the interplay of structural and ideological forces in contested urban development and education policy through several interrelated strands of analysis: (a) The relationship of education policy to neoliberal urban development, gentrification, and displacement of working class and low income communities and the lived experience of these policies. (b) The cultural politics of race, particularly the pathologization of Black urban poverty as ideological ground to warrant dismantling homes and schools and advocating mixed-income solutions to poverty and failing urban schools.

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