Feeling Displaced, Enacting Resistance: Race, Place, and Schooling in the Face of Gentrifying Forces

Autor/inn/en	Bailey-Fakhoury, Chasity; Perhamus, Lisa M.; Ma, Kin M.
Titel	Feeling Displaced, Enacting Resistance: Race, Place, and Schooling in the Face of Gentrifying Forces
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 1, S.1-40 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey-Fakhoury, Chasity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00608-z
Schlagwörter	Racial Composition; Equal Education; Access to Education; Human Geography; Charter Schools; Disadvantaged; Social Class; Resistance (Psychology); Neighborhood Schools; Community Change; Geographic Information Systems; Social Change; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Humangeografie; Charter school; Charter-Schule; Social classes; Soziale Klasse; Resistenz; Sozialer Wandel
Abstract	Detroit is a dynamic city with a dynamic history, yet it has come to symbolize both White flight (beginning in the 1940s and accelerating in the late 1960s) and Black flight (beginning in the 1990s and reaching its apex in 2000). While Detroit's Black population continues to decline, its White population increased by 22% between 2010 and 2015. Along with these shifting demographic trends comes shifting residential and educational landscapes that amplify the racial, economic, and spatial inequalities marking present-day Detroit. Drawing upon the literature of human geography and sociology of education, and utilizing GIS software, we overlay the mapping of demographic realities with the mapping of human stories. As a case study of how a non-profit, public charter school can be a vehicle for resisting gentrification, this paper examines the role of "place" in one school's navigation of an increasingly gentrified Detroit and its commitment to primarily serving youth of its neighborhood. Using a multimodal and multiscalar approach, we find evidence of endogenous gentrification, intergenerational topophilia, and the school enacting resistance within a dialectic of its market-driven charter school status. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01