The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City by PaulineLipman. New York: Routledge, 2011. 205 pp.

Shange, Savannah

doi:10.1111/j.1548-1492.2012.01183.x

Cited by 15 publications

(26 citation statements)

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“…While this topic is not new (see, e.g., already the classic studies by Coleman and others), there seems to be a growing significance in the context of the knowledge society. Lipman (2002Lipman ( , 2011, for example, relates inequality to the new political economy of education and argues that neoliberal school reforms in Chicago have exacerbated the already existing inequalities in the urban landscape. Candipan (2019;Owens & Candipan, 2019) showed that even with the introduction of free school choice or the establishment of charter schools in the U.S., inequalities between the schools-which were supposed to diminisheven increased, because higher-income parents tend to bypass schools with higher proportions of minority or low-income students and enroll their children outside their (gentrifying) neighborhood.…”

Section: Linking Urban Inequalities To Educationmentioning

confidence: 99%

Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective

Gerhard

Hœlscher

Marquardt

2021

Knowledge and Space

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Education plays a key role in knowledge society, since, from a meritocratic perspective, it opens up fair opportunities for well-paid jobs, thereby increasing social mobility and well-being more generally. In order to foster their economic competitiveness, cities are therefore encouraged to engage in knowledge-based urban development by trying to provide good schools and world-class universities to attract the “creative class.” However, meritocracy is a “myth,” as access to educational opportunities is itself socially biased. With the example of Heidelberg, a so-called “knowledge pearl,” we show how knowledge-institutions, such as the university, may shape socioenvironmental contexts in ways conducive to spatially selective access to—and use of—educational opportunities. Instead of reducing social polarization, knowledge-institutions may instead (re-)produce inequalities.

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Section: Linking Urban Inequalities To Educationmentioning

confidence: 99%

Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective

Gerhard

Hœlscher

Marquardt

2021

Knowledge and Space

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“…or the communities the students call theirs. I want to bring educators from CPS to campus to speak with our faculty about the realities of teaching in a system plagued by neoliberal oppression (Lipman, 2011). Afterwards, I was hoping to send faculty to CPS high schools, to see what teaching and learning look like in that context.…”

Section: Ja: How?mentioning

confidence: 99%

“…I find myself overwhelmed, lost, and without guidance. Ninety percent of our students place in developmental courses, and almost all come to our college having endured systemic injustices (Lipman, 2011). As mathematics is the gatekeeper for college (Martin, 2000), I'm the person who works the gatehouse.…”

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confidence: 99%

Praxis as Dialogue: Teacher and Administrator

Bragelman

2015

Journal of Urban Mathematics Education

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“…Overall, education is inexorably imbricated in any claims on the right to the city. As Lipman (2011) suggests: "Education is integral to a movement to reclaim the city" (p. 161), for what is being contested is: Who has the right to belong? And how is the local mobilized as the necessary site of contestation?…”

Section: Education and The (Re)assertion Of Placementioning

confidence: 99%