Neoliberal Imaginary, School Choice, and "New Elites" in Public Secondary Schools

Autor/in	Yoon, Ee-Seul
Titel	Neoliberal Imaginary, School Choice, and "New Elites" in Public Secondary Schools
Quelle	In: Curriculum Inquiry, 46 (2016) 4, S.369-387 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2016.1209637
Schlagwörter	Neoliberalism; School Choice; Public Schools; Secondary Schools; Private Schools; Privatization; Educational Change; Ethnography; Phenomenology; Foreign Countries; Social Capital; Competition; Student Mobility; Social Theories; Educational Sociology; Cultural Capital; Student Attitudes; Semi Structured Interviews; Self Concept; Discourse Analysis; School Visitation; Student Responsibility; Social Class + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Choice of school; Schulwahl; Public school; Öffentliche Schule; Sekundarschule; Private school; Privatschule; Privatisation; Privatisierung; Bildungsreform; Ethnografie; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Sozialkapital; Wettkampf; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Gesellschaftstheorie; Bildungssoziologie; Erziehungssoziologie; Schülerverhalten; Selbstkonzept; Diskursanalyse; Social classes; Soziale Klasse
Abstract	There has been a growing concentration of high-achieving students attending selective public schools of choice as part of the neoliberal reforms of education. While this growth has had an eroding effect on the aim of inclusivity in public education, few have explored this development as a new segment of elite schooling. This paper fills this gap by drawing from an ethnographic study of school choice that focused on the phenomenology of students (ages 11-19) in the context of Vancouver, a major Canadian city. I argue that the practice of a select group of young learners choosing competitive public schools of choice contributes to our collective imagination and identification of these learners as distinctively smart and "gifted". While building on Bourdieu's classic theory of cultural, economic, and social capital to analyse this phenomenon as a form of elite schooling, I highlight the importance of the neoliberal imaginary in how select youths come to embody the status of elites through the processes of competition, choice, and mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01