How Integration Matters: An Alternative Vision for Urban Education in an Era of the Market

Autor/in	Johnston, Joseph B.
Titel	How Integration Matters: An Alternative Vision for Urban Education in an Era of the Market
Quelle	In: Journal of School Choice, 10 (2016) 4, S.516-536 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2016.1238437
Schlagwörter	Public Schools; Urban Education; School Desegregation; Desegregation Effects; Desegregation Methods; Charter Schools; Nontraditional Education; Comparative Analysis; Resistance to Change; State Policy; Educational History; Court Litigation; Neighborhood Schools; Federal Programs; Academic Achievement; Educational Practices; Indiana (Indianapolis); Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Stadtteilbezogenes Lernen; Integrative Schule; Charter school; Charter-Schule; Non-traditional education; Alternative Erziehung; History of education; Bildungsgeschichte; Rechtsstreit; Schulleistung; Bildungspraxis
Abstract	The widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative-integration-and against charter schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01