Through Jean Anyon's "Screen Door": The Differentially Racialized Incursion of the Neoliberal State in Milwaukee and Detroit Schools

Autor/in	Pedroni, Thomas C.
Titel	Through Jean Anyon's "Screen Door": The Differentially Racialized Incursion of the Neoliberal State in Milwaukee and Detroit Schools
Quelle	In: Teachers College Record, 123 (2021) 14, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681211063969
Schlagwörter	Neoliberalism; Urban Schools; Low Income; Political Influences; Blacks; Racism; Educational Change; Educational Policy; Race; Educational Finance; Private Sector; Politics of Education; Intersectionality; Public Schools; Wisconsin (Milwaukee); Michigan (Detroit) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Niedriglohn; Political influence; Politischer Einfluss; Black person; Schwarzer; Rassismus; Bildungsreform; Politics of education; Bildungspolitik; Rasse; Abstammung; Bildungsfonds; Privater Sektor; Educational policy; Public school; Öffentliche Schule
Abstract	Background/Context: Research has documented educational neoliberalization as a disrupter of "failing" urban schools and a driver of the remaking of urban space for development interests, through the dislocation of low-income communities of color. Such research draws upon Jean Anyon's work on cities, schools, race, and inequality, yet undertheorizes the nexus of race and political economy by positing their interplay as straightforward and unvariegated. Purpose/Objective: This article documents differential racialization in neoliberal education reform across two urban contexts--Milwaukee and Detroit--and therewith seeks to build theory aligned with Jean Anyon's final wish to complicate her work in urban educational political economy with more rich accounts of the intersection of race and political economy. Research Design: This comparative study utilizes discourse analysis of key educational policy documents and ethnographic work with educational policy actors in both contexts. Findings/Results: Market-based educational reform agendas in the two cities' school systems proceeded from differing assemblages of political actors and regional particularities, and had as primary demonstrative objective different neoliberal outcomes. While in Milwaukee neoliberals capitalized upon Black disaffection from public schools to demonstrate the political viability of diverting public educational funds to the private sector, the imposition of such reform in Detroit buttressed the spatial reorganization of a shrinking city for the purpose of accumulation by dispossession rooted in the real estate market. Conclusions/Recommendations: Drawing upon these findings, the study recommends a more refined critical racial lens to augment Jean Anyon's political economy, arguing for a more nuanced and practicable understanding of racialized neoliberal urbanism and its contestation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01