ABSTRACT This article features interview excerpts from 10 Black women who worked as educators in marketized cities and schools, including urban charter schools operated by charter management organizations, and independent schools, known as standalone charter schools. Using a critical race policy framework, the article considers the pedagogical implications of race, gender, and power embedded in market policies and which shaped the women’s experiences in their schools. Key dilemmas for the women included: limited resources in district schools, lack of autonomy in privately managed charter schools, and difficulties enacting critical and culturally inclusive pedagogy in market settings premised on individual competition and test score production. As several of the women left their charter schools, or the profession altogether, their experiences map onto larger concerns with Black teacher turnover and decline in urban districts embracing marketization of public schools. The article ends with three broad strategies to support Black women in market settings.

中文翻译：

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开设不同课程：支持市场化城市和学校中的黑人女性的关键政策框架

摘要 本文收录了 10 位在市场化城市和学校担任教育工作者的黑人女性的访谈摘录，包括由特许管理组织运营的城市特许学校和被称为独立特许学校的独立学校。本文使用一个批判性的种族政策框架，考虑了市场政策中嵌入的种族、性别和权力的教学意义，这些影响塑造了女性在学校的经历。女性面临的主要困境包括：地区学校的资源有限，私立特许学校缺乏自主权，以及在以个人竞争和考试成绩为前提的市场环境中难以制定具有批判性和文化包容性的教学法。由于一些女性离开了特许学校，或者完全离开了这个职业，他们的经历反映了对黑人教师更替和接受公立学校市场化的市区衰落的更大担忧。文章以在市场环境中支持黑人女性的三种广泛策略结束。