Defining democracy in the neoliberal age. Charter School reform and educational consumption.

Autor/inn/en	Wells, Amy St.; Slayton, Julie; Scott, Janelle
Titel	Defining democracy in the neoliberal age. Charter School reform and educational consumption.
Quelle	In: American educational research journal, 39 (2002) 2, S. 337-361Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 40
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039002337
Schlagwörter	Empirische Untersuchung; Schulreform; Schulwahl; Charter School; Demokratie; Neoliberalismus; Marktwirtschaft; Deregulierung; Kalifornien; USA
Abstract	In this article, Wells, Slayton and Scott draw on data from their charter school research to question the extent to which "democratic" and market-based" schools are dichotomous. They argue that in the current political and economic climate, free market and deregulatory educational reforms such as charter school laws are perceived to be highly "democratic" by their neoliberal advocates and by many of the suburban school board members and superintendents in their case studies. Thus the authors call on progressive supporters of charter schools and public schools to couch their arguments for democratic schooling in a call for social justice and equity as opposed to greater "liberty" for educational consumers, whereby the more economically empowered consumers remain highly advantaged. (DIPF/ orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)