Economic Crisis, Accountability, and the State's Coercive Assault on Public Education in the USA

Autor/in	Lipman, Pauline
Titel	Economic Crisis, Accountability, and the State's Coercive Assault on Public Education in the USA
Quelle	In: Journal of Education Policy, 28 (2013) 5, S.557-573 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2012.758816
Schlagwörter	Public Education; Accountability; Neoliberalism; Economic Climate; Governance; Educational Policy; Commercialization; African Americans; Hispanic Americans; Government School Relationship; Urban Schools; Public Schools; Resistance (Psychology); Disadvantaged; Illinois; Louisiana; Michigan; Pennsylvania + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Verantwortung; Neo-liberalism; Neoliberalismus; Wirtschaftslage; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Afroamerikaner; Hispanic; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Resistenz
Abstract	This article examines education accountability as a mechanism of coercive neoliberal urban governance in the USA. Drawing on Gramscian theory of the "integral state" as the dialectical synthesis of coercion, consent, and resistance, the author argues that as the crisis gives the state less room to win consent, it intensifies coercion as a strategy of governance. The author discusses three aspects of coercive state responses to the crisis in relation to education: (1) cannibalizing public education as a site of capital accumulation; (2) imposition of state austerity regimes and selective abandonment of education as a mechanism of social reproduction and legitimation in African-American communities that have become zones of disposability; and (3) governance by exclusion of African-American and Latino communities through school closings, state takeovers of elected governance bodies, and disenfranchisement. Systems of accountability are integral to this process as they make schools eligible for the market, mark specific schools and school districts as pathological and in need of authoritarian governance, and justify minimalist schools in areas of urban disposability. This paper concludes with the potential of emergent resistance to dominant neoliberal education policy and argues that breaking with the framework of accountability and testing is critical to a counter-hegemonic alternative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10