1st Edition
Education Policy, Space and the City Markets and the (In)visibility of Race
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