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The “Structurally Adjusted” School: A Case from New York
Critical Sociology ( IF 1.611 ) Pub Date : 2021-03-10 , DOI: 10.1177/0896920521995535
Erin Michaels 1
Affiliation  

This article argues that U.S. education reforms for “failing” schools are strikingly similar to a domestic Structural Adjustment Program; and that comparing the two clarifies: how K–12 schools are neoliberalized and how neoliberalism’s key feature is the making of a larger yet less democratic state. The study contrasts with the scholarship claiming that reforms epitomized by the “No Child Left Behind Act” are neoliberal because they stem from interests in privatization for capital accumulation. The analysis focuses on a “failing” school navigating federal reforms in New York State, drawing on education policy, school documents, ethnography, and interviews. It shows how the neoliberal state took power from local school authorities, and largely did not shrink the state via privatization. This work illustrates how neoliberal reforms for “failing” schools are at least as much about power as they are about profits and demonstrates the large-scale continuity in neoliberal restructuring strategies and outcomes.



中文翻译:

“结构调整”学校:以纽约为例

本文认为,美国针对“不及格”学校的教育改革与国内的“结构调整计划”非常相似。比较这两者可以澄清:K-12学校如何实现新自由主义,以及新自由主义的主要特征是建立一个规模更大但民主程度较低的国家。该研究与该学者的观点相反,该学者声称,以“不让任何一个孩子落伍”为代表的改革是新自由主义的,因为它们源于对资本积累的私有化利益。该分析着眼于在纽约州进行联邦改革的“失败”学校,借鉴了教育政策,学校文件,人种志和访谈。它显示了新自由主义国家是如何从地方学校当局手中接管权力的,并且在很大程度上并未通过私有化来缩小国家的规模。

更新日期:2021-03-11
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