1st Edition

Education Policy, Space and the City Markets and the (In)visibility of Race

By Kalervo N. Gulson Copyright 2011
    146 Pages 10 B/W Illustrations
    by Routledge

    146 Pages 10 B/W Illustrations
    by Routledge

    Drawing on three case studies of K-12 public schooling in London, Sydney and Vancouver, this book examines the geographies of neoliberal education policy in the inner city. Gulson uses an innovative and critical spatial approach to explore how the processes and practices of neoliberal education policy, specifically those relating to education markets and school choice, enable the pervasiveness of a white, middle-class, re-imagining of inner-city areas, and render race "(in)visible." With urbanization posited as one of the central concerns for the future of the planet, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Gulson’s book is a rich and needed contribution to these areas of study.

    Introduction

    Chapter 1: Spatialisations and the city: analytics for education policy research

    Chapter 2: Cities, cases and spaces: notes on theory and methodology

    Chapter 3: Postcolonialism, education markets and Aboriginality

    Chapter 4: Neoliberalism, Olympic dreaming and the politics of school choice

    Chapter 5: The global city, educational philanthropy and everyday globalisation

    Chapter 6: Spatialising research: the city, policy, theory

    Chapter 7

    Urban moments: education policy, space and the city

    Conclusion

    Notes

    Bibliography

    Index

    Biography

    Kalervo Gulson is a Senior Lecturer in the School of Education, University of New South Wales, Australia. He is co-editor (with Colin Symes) of Spatial Theories of Education: Policy and Geography Matters (Routledge, 2007).

    "Education Policy, Space and the City adopts critical insights and approaches from the new geography to argue that the city is an important site for policy studies. It spatializes the study of educational policy and thereby provides important new understandings of neoliberalism, globalization and postcolonialism and their spatial effects. This is an important new book that will become a field leader. It provides guidelines on how educationalists might borrow from the new geography to better understand the spatial and local effects of educational policy."

    Professor Michael A Peters

    University of Illinois at Urbana-Champaign