Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa

Autor/in	Herbert, Amelia Simone
Titel	Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa
Quelle	In: Comparative Education Review, 67 (2023), S.66-88 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/722271
Schlagwörter	Foreign Countries; Commercialization; Racism; Social Systems; Educational Policy; Policy Formation; Educational Change; Neoliberalism; Politics of Education; Public Sector; Private Sector; Partnerships in Education; Charter Schools; Private Schools; Educational Cooperation; International Cooperation; Policy Analysis; Ethnography; South Africa (Cape Town); United States; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Rassismus; Social system; Soziales System; Politics of education; Bildungspolitik; Politische Betätigung; Bildungsreform; Neo-liberalism; Neoliberalismus; Educational policy; Öffentlicher Sektor; Privater Sektor; Hochschulpartnerschaft; Charter school; Charter-Schule; Private school; Privatschule; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Politikfeldanalyse; Ethnografie; USA; Großbritannien
Abstract	Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country's protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing "collaboration schools," public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson's analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander's insistence that antiracism must be anticapitalist, particularly in education, a site and strategy of struggle with dual potential to perpetuate or undermine racial capitalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01