Show simple item record

dc.contributor.authorBillingham, Chase M.
dc.date.accessioned2014-08-22T20:41:52Z
dc.date.available2014-08-22T20:41:52Z
dc.date.issued2014-03-27
dc.identifier.citationBillingham, Chase. 2014. Parental choice, neighborhood schools, and the market metaphor in urban education reform. Urban Studies, v. no. pp.1-17.en_US
dc.identifier.issn1360-063X
dc.identifier.issn0042-0980
dc.identifier.urihttp://dx.doi.org/ 10.1177/0042098014528395
dc.identifier.urihttp://hdl.handle.net/10057/10719
dc.descriptionClick on the DOI number to access this article (may not be free)en_US
dc.description.abstractCritics of many popular urban school reforms in the United States allege that these reform efforts unfairly insert market forces into the public domain, resulting in widening inequalities. In this paper, I challenge the notion that market forces per se are responsible for the gentrification that school reform often facilitates. Drawing on in-depth interviews, government documents, and media accounts, I analyse one component of school reform in Boston, the overhaul of the city’s public school student assignment policy, which curtailed parental choice (and, therefore, market pressure) within the city’s school system, while still potentially perpetuating inequalities. I discuss the implications of these findings for urban social theory related to education reform.en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.relation.ispartofseriesUrban Studies;
dc.subjectEducation reformen_US
dc.subjectGentrificationen_US
dc.subjectMiddle classen_US
dc.subjectSchool choiceen_US
dc.subjectUrbanen_US
dc.titleParental choice, neighborhood schools, and the market metaphor in urban education reformen_US
dc.typeArticleen_US
dc.rights.holderCopyright Urban Studies Journal Limited 2014


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record