High Stakes Education: Inequality, Globalization, and Urban School ReformPsychology Press, 2004 - 227 pagini What are the implications of education accountability reforms, particularly in urban schools, in a political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class? High StakesEducationprovides a cogent and critical examination of such questions, investigating concretely the political economy of neoliberal education reforms and the cultural politics of race. Using Chicago--a standard bearer for high stakes testing and centralized regulation of schools--as a case study, noted scholar Pauline Lipman argues there is a strategic relationship between these policies and processes of economic restructuring, racialized social control, and globalization. |
Cuprins
Chicago School Reform and Its Political | 23 |
Accountability Social Differentiation | 41 |
Like a Hammer Just Knocking Them Down | 71 |
The Policies and Politics of Cultural Assimilation | 105 |
Its Us versus the BoardThe Enemy | 139 |
Beyond Accountability | 169 |
Methodological Appendix | 193 |
Notes | 197 |
215 | |
Alte ediții - Afișează-le pe toate
High Stakes Education: Inequality, Globalization, and Urban School Reform Pauline Lipman Previzualizare limitată - 2004 |
High Stakes Education: Inequality, Globalization, and Urban School Reform Pauline Lipman Previzualizare limitată - 2004 |
High Stakes Education: Inequality, Globalization, and Urban School Reform Pauline Lipman Previzualizare limitată - 2004 |
Termeni și expresii frecvente
academic accountability policies African American African American students agenda American and Latino/a areas argue bilingual education Brewer capital centralized regulation challenging Chicago Military Academy Chicago Public Schools Chicago school classroom college prep context CPS policies CPS's critical literacy culturally relevant curricula curriculum Daley dents differentiated discipline discourse dominant economic education policy experiences Farley Farley's gentrification global city goals Grover and Westview Grover teacher high school high stakes tests ideological inequality Interview ISAT issues ITBS kids knowledge labor language learning Lipman Local School Councils magnet Marion Park math mathematics military neighborhoods neoliberal parents Paul Vallas pedagogy percent perspectives political practices principal probation problem programs race and class racial racism reading real estate Region restructuring Rodríguez school policy social specific standardized tests talked teaching test preparation test scores tion tional urban schools workers working-class youth
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