Mixed‐income schools and housing: advancing the neoliberal urban agenda

Lipman, Pauline

doi:10.1080/02680930701853021

Cited by 87 publications

(72 citation statements)

References 25 publications

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“…As Chicago's industrial base declined starting in the 1970s, the city's elite promoted the transition from an industrial-based economy to one built on services, education, tourism, and research (Koval et al, 2006). The hunt for global city status (see Wilson, 2004) has been used to justify a number of projects and programs, such as the reform of city schools and the charter school movement (Lipman, 2008), the use of public funds to build entertainment complexes and sports stadia (Smith, 2010), the demolition of public housing in favor of mixed-income housing and Section 8 vouchers Hackworth, 2007), and the privatization of infrastructure. such as toll bridges and parking meters.…”

Section: Neoliberalism and Chicago's Migrant Nonprofit Organizationsmentioning

confidence: 99%

Toward a New Countermovement: A Framework for Interpreting the Contradictory Interventions of Migrant Civil Society Organizations in Urban Labor Markets

Martin

2011

Environ Plan A

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Low-wage migrant workers in the United States confront a perilous labor market, where wages are low, the risk of injury on the job is high, and the fear of apprehension by immigration authorities is widespread. There is increasing empirical evidence that civil society organizations are becoming involved in mediating labor-market problems, but work remains to be done in developing a robust theoretical conception of why such organizations are involved in this arena and how we might evaluate the impacts of their interventions. This paper presents a framework for interpreting the role of migrant civil society organizations as labor-market intermediaries, by extending Karl Polanyi's theory of the 'double movement' and more recent writing to neoliberalism and precarious work. On the basis of data collected from migrant nonprofit organizations in Chicago, I theorize migrant civil society organizations as part of the creation of a new countermovement that protects the interests of both workers and employers from the destructive nature of an unregulated labor market, as predicted by Polanyi. I catalogue organizations' responses to precarious work and create a generalizable framework for evaluating the contingent outcomes of their strategies. Organizations' work is interpreted as complex and sometimes contradictory: the potential to shield workers and advocate for progressive change is in constant tension with the neoliberal patterns of state and economic restructuring that such organizations can support.

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Section: Neoliberalism and Chicago's Migrant Nonprofit Organizationsmentioning

confidence: 99%

Toward a New Countermovement: A Framework for Interpreting the Contradictory Interventions of Migrant Civil Society Organizations in Urban Labor Markets

Martin

2011

Environ Plan A

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“…Considerando que en grupo (Huget, 2006) es donde mejor se afianza la integración, se materializa la propia experiencia, se reconstruye los aprendizajes, se construye mejor el concepto de identidad propia y se enriquece la cultura en base a la interacción con otros y con otras realidades. El estudio de las relaciones de grupo interétnicos o interculturales y su influencia en la integración educativa, ha sido objeto de estudio de numerosos investigadores (Aguado, Buendía, Marín y Soriano, 2006;Lobato, 2002).…”

Section: Introductionunclassified

Inclusión como clave de una educación para todos: revisión teórica / Inclusion as key to education for all: a theoretical review

Sánchez‐Teruel

Robles‐Bello

2014

REOP

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RESUMENMas allá de lo que planteen modelos o estudios académicos y científicos, existe una nueva realidad, que con sus valores y sus comportamientos suponen, no sólo un reto a ser diferente y a la forma tradicional de entender y estudiar la diferencia, sino que también es una innovación social, que puede llegar a conseguir una sociedad realmente inclusiva. Este artículo tiene el objetivo de contribuir a que todos los profesionales y agentes educativos (Administraciones competentes, padres, profesores, etc.) amplíen la percepción de lo que significa educar en y para la diversidad en una sociedad como la actual. Se analizan las diferencias y semejanzas entre integración, interculturalidad, educación inclusiva y diversidad en la educación como claves de una sociedad más multicultural. Se plantean las recomendaciones al respecto de algunas administraciones educativas internacionales y europeas, y en particular se centra la atención, en el caso de España, como país con gran experiencia en alumnado diverso y multicultural, realizando un análisis crítico sobre la actuación en sus aulas en estos últimos años y en la actualidad. Se ofrecen los principios básicos y claves metodológicas específicas para propiciar contextos educativos diversos. Se plantean también ciertas limitaciones y futuras perspectivas investigadoras de interés.Palabras clave: integración, diversidad, inclusión, educación, sociedad.

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“…Corbett (2007) described how these changes resulted in shifts in identity construction. In urban spaces, policy makers often invoke deficit discourses (e.g., "at risk") that consider how some neighborhoods are "better" than others, and there needs to be a challenge in relation to concepts of identity that push against these assumptions (e.g., Lipman, 2008). Part of the reasons for these difficulties is a strongly neo-liberal agenda.…”

Section: Identities In Process: Inequalities Of Place and Spacementioning

confidence: 99%