Schooling in the Age of Austerity: Urban Education and the by Alexander J. Means (auth.)

By Alexander J. Means (auth.)

Through a case learn in a Chicago public institution, skill demonstrates that, regardless of the fragmentation of human safeguard in low-income and racially segregated public colleges, there exist optimistic social relatives, wisdom, and wish for swap that may be equipped upon to advertise safer and equitable democratic futures for younger people.

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Additional resources for Schooling in the Age of Austerity: Urban Education and the Struggle for Democratic Life, 1st Edition

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The latter supported desegregation of public schools and provided significant federal commitments to educational funding directed toward ameliorating poverty and providing equality of opportunity to low-income urban and rural youth with the greatest need. The social democratic policies of this era should not be overly romanticized. They often proved to be obsessively bureaucratic and paternalistic and ultimately fell short in fundamentally altering the mechanisms that maintained economic injustice and exclusions of women and racial and sexual minorities from the benefits of full citizenship.

Henry Giroux, Youth in a Suspect Society11 Alongside the retrenchment of educational inequality, schools have become implicated in the broader criminalization of youth. With the waning of social democratic policy and the emergence of neoliberal governance, social commitments to schools and to youth have evaporated at the bottom of the race and class structure while the state has broadly expanded various punitive forms of social control. This has meant that in the post-Columbine and post-9/11 context, public schools have broadly experimented with new systems of risk management, security, and surveillance rooted in the symbolic and material practices of the criminal justice system.

On the other hand, security has become conceived through the lens of crime control and the creeping diffusion of militarized responses to social problems across institutional sectors and circulations of everyday urban and educational life. We can see how this operates within the context of educational policy where, in the name of security, public schools are subject to market governance and the extension of criminalizing practices which have contributed to altering the educative and civic operation and mission of school systems and environments.

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