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dc.contributor.authorBillingham, Chase M.
dc.date.accessioned2015-03-13T18:29:37Z
dc.date.available2015-03-13T18:29:37Z
dc.date.issued2015-03
dc.identifier.citationBillingham, Chase. 2015.Parental choice, neighbourhood schools, and the market metaphor in urban education reform. Urban Stud, March 2015, vol. 52:no. 4:pp 685-701en_US
dc.identifier.issn0042-0980
dc.identifier.otherWOS:000349002000004
dc.identifier.urihttp://dx.doi.org/10.1177/0042098014528395
dc.identifier.urihttp://hdl.handle.net/10057/11137
dc.descriptionClick on the DOI link to access the 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.isoen_USen_US
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofseriesUrban Studies;v.52:no.4
dc.subjectEducation reformen_US
dc.subjectGentrificationen_US
dc.subjectMiddle classen_US
dc.subjectSchool choiceen_US
dc.subjectUrbanen_US
dc.titleParental choice, neighbourhood schools, and the market metaphor in urban education reformen_US
dc.typeArticleen_US
dc.rights.holderCopyright © 2015 by Urban Studies Journal Limited


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