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dc.contributor.authorBillingham, Chase M.
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.uri 10.1177/0042098014528395
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.relation.ispartofseriesUrban Studies;
dc.subjectEducation reformen_US
dc.subjectMiddle classen_US
dc.subjectSchool choiceen_US
dc.titleParental choice, neighborhood schools, and the market metaphor in urban education reformen_US
dc.rights.holderCopyright Urban Studies Journal Limited 2014

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