Beyond the Consumer: Parents, Privatization, and Fundraising in US Urban Public Schooling

Autor/in	Posey-Maddox, Linn
Titel	Beyond the Consumer: Parents, Privatization, and Fundraising in US Urban Public Schooling
Quelle	In: Journal of Education Policy, 31 (2016) 2, S.178-197 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1065345
Schlagwörter	Middle Class; Parent Attitudes; Urban Education; Equal Education; Public Education; Privatization; Fund Raising; Parent Role; Parent Participation; School Choice; Urban Schools; Educational Change; Educational Attitudes; School Segregation; School Districts; Whites; Advantaged; Economically Disadvantaged; Neoliberalism; Public Schools; Semi Structured Interviews; Illinois + Suchen Sie Ihr Suchwort? Mittelschicht; Elternverhalten; Stadtteilbezogenes Lernen; Öffentliche Erziehung; Privatisation; Privatisierung; Fundraising; Spendensammlung; Parental role; Elternrolle; Elternmitwirkung; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Educational attitude; Bildungsverhalten; Erziehungseinstellung; School district; Schulbezirk; White; Weißer; Neo-liberalism; Neoliberalismus; Public school; Öffentliche Schule
Abstract	Given recent budgetary gaps in public education, many civic and educational leaders have relied upon private sources of funding for US public schools, including funds raised by parents. Yet parents' role as economic actors in public education has been largely unexplored. Drawing from a qualitative study of parent engagement, fundraising, and school change in Chicago public schools, I explore the educational investments of a largely White group of middle- and upper middle-class parents and how they understand their collective engagement in relation to educational disparities. The findings show that parents were not only consumers through school choice, but also economic brokers of private capital via their fundraising efforts and producers of urban school change. Despite their stated commitments to public education and desire for diversity, most parents worked with and for a more selective public in their school change efforts, exacerbating resource disparities in the segregated urban district. The findings highlight the tensions and equity issues that arise when White, economically advantaged parents are positioned as consumers within neoliberal urban educational contexts while simultaneously called upon to support, sustain, and improve the public schools they choose for their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01