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Author: Anna-Maria Fjellman
Publisher:
ISBN: 9789173469852
Category : Education, Secondary
Languages : en
Pages :
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Book Description
Author: Anna-Maria Fjellman
Publisher:
ISBN: 9789173469852
Category : Education, Secondary
Languages : en
Pages :
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Book Description
Author: Chris Taylor
Publisher: Routledge
ISBN: 1351739581
Category : Social Science
Languages : en
Pages : 288
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Book Description
This title was first published in 2000. A series of major reforms during the 1980s and 1990s have led to the transformation of the Education System in England and Wales. The new system is now based on market principles in schooling resources. Parents now have the opportunity to state a preference over the school they would like their children to attend. This fascinating book sets out the new geographies of education, focusing on the spatial organization of the new market system. Using Geographical Information Systems (GIS), it examines patterns of competition and choice based on pupil home postcodes and relates these to the decision-making process of parents. It also makes comparisons between different LEAs and schools in urban and rural areas, analyzing the constraints created by space and geography. In considering the effectiveness and impact of this new form of provision, the book plays an important role in understanding and appreciating the impact of the education market upon social mobility and community structure.
Author: Emma E. Rowe
Publisher: Routledge
ISBN: 1317310926
Category : Education
Languages : en
Pages : 189
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Book Description
Middle-class School Choice in Urban Spaces examines government-funded public schools from a range of perspectives and scholarship in order to examine the historical, political and economic conditions of public schooling within a globalized, post-welfare context. In this book, Rowe argues that post-welfare policy conditions are detrimental to government-funded public schools, as they engender consistent pressure in rearticulating the public school in alignment with the market, produce tensions in serving the more historical conceptualizations of public schooling, and are preoccupied by contemporary profit-driven concerns. Chapters focus on public schooling from different global perspectives, with examples from Chile and the US, to examine how various social movements encapsulate ideologies around public schooling. Rowe also draws upon a rich, five-year ethnographic study of campaigns lobbying the Victorian State Government in Australia for a brand-new, local-specific public school. Critical attention is paid to the public school as a means to achieve empowerment and overcome discrimination, and both a local and global lens are used to identify how parents choose the public school, the values they attach to it, and the strategies they use to obtain it. Also considered, however, are how quality gaps, distances and differences between public schools threaten to undermine the democracy of education as a means for individuals to be socially mobile and escape poverty. This book makes an important contribution to our understanding of global social movements and activism around public education. As such, it will be of key interest to researchers, academics and postgraduate students in the field of education, specifically those working on school choice, class and identity, as well as educational geography.
Author: Chris Taylor
Publisher: Routledge
ISBN: 1351739573
Category : Social Science
Languages : en
Pages : 254
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Book Description
This title was first published in 2000. A series of major reforms during the 1980s and 1990s have led to the transformation of the Education System in England and Wales. The new system is now based on market principles in schooling resources. Parents now have the opportunity to state a preference over the school they would like their children to attend. This fascinating book sets out the new geographies of education, focusing on the spatial organization of the new market system. Using Geographical Information Systems (GIS), it examines patterns of competition and choice based on pupil home postcodes and relates these to the decision-making process of parents. It also makes comparisons between different LEAs and schools in urban and rural areas, analyzing the constraints created by space and geography. In considering the effectiveness and impact of this new form of provision, the book plays an important role in understanding and appreciating the impact of the education market upon social mobility and community structure.
Author: Nadine Denise Hylton
Publisher:
ISBN:
Category : Neighborhoods
Languages : en
Pages : 0
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Book Description
"Public school choice is one of the most widely implemented set of educational policies because of its use to address historic inequities in educational resources and opportunities for K-12 students (Coleman, 1991; Frankenberg & Siegel-Hawley, 2011). Although these educational policies were devised to address inequities and inequalities across and within school districts, the implementation of public school choice has given rise to a new policy problem?inequitable access to information about available choice programs. To this end, this study investigates how neighborhood context (social, economic and demographic characteristics of a neighborhood as well as nested physical and social spaces) affect the sources of information, types of information and information acquisition processes around public school choice. Additionally, this study examines how neighborhood context impact where parents obtain accurate and trusted information about public school choice and how parents utilize the information obtained in their neighborhood to apply to and/or enroll their children in available public school choice programs. Where and how parents acquire information and the quality of information acquired in today's neighborhoods are complex communication processes occurring within social spaces nested within physical places found in neighborhoods. The bifurcated nature of space (physical and social) necessitated the utilization of a sociospatial conceptual framework to explore and understand this nested relationship and its impact on information access. Two schools of thought informed this sociospatial conceptual framework: critical geography and Dynamic Social Impact Theory (DSIT). Critical geography interrogates the relationship between space, access to resources, race, class, and gender (Bourdieu, 1989; Foucault, 1986; Soja, 2010). The critical geography lens was used in this study to inform how resource inequity emerges and why it exists across geographies and groups. DSIT asserts that culture is created through everyday communication and the greater the level of social interaction between individuals in a locale, the more likely they are to influence each other's behaviors and attitudes around an issue (Harton & Bullock, 2007; Latan,̌ 1996; Latan ̌et al., 1995). I specifically employ DSIT's theorization on attribute clustering which holds that socially-influenced attributes, such as behaviors, beliefs, and attitude, occurs when individuals with similar behaviors, beliefs or attitudes are clumped together (DiFonzo et al., 2013). A quantitative case study design was used for this study, which enabled an examination of parents' access to information across several types of public-school choice mechanisms and neighborhoods simultaneously. A convenience sample of 373 parents with school-aged children (i.e., 5-18 years old) enrolled in at least one school choice program in the City of Rochester was obtained. Participants were recruited via mail and in-person at R-Centers in the City of Rochester. Crosstabs, frequency distributions, and cluster analysis utilizing the percentage agreement method was used to describe the relationship between parents' access to information and their neighborhood context. Binary logistic regression was used to determine the extent to which parents' neighborhood context, access to information and demographic characteristics impacted their utilization of the information obtain to apply to and/or enroll their children in at least one school choice program. The cross tabulations indicate that although there are multiple places in a neighborhood where information about public school choice can be found only a subset of places (namely R-Centers, schools, and libraries) are utilized and perceived as trusted sources of information. Results from the cluster analysis indicates that parents residing in neighborhoods that are spatially close heard similar amounts of information about public school choice programs. However, a second cluster analysis on the types of information acquired about school choice indicates that parents in neighborhoods located in the northeast and northwest region of the city acquired similar types of information about public school choice. Parents in this study were likely to talk with family, friends or school officials (i.e., teachers and administrators) about school choice. Additionally, parents primarily heard about non-selective schools in the Rochester City School District and charter schools in their neighborhood. However, parents were least likely to acquire information about selective schools (example: magnet schools) in the Rochester City School District. Logistic regression results indicate that female parents and parents who did not identify as African American/Black or Latina were more likely to use the information acquired in their neighborhood to apply to a public school choice program. However, female parents who identified as African American/Black or Latina were more likely to use the information obtained in their neighborhood to enroll their children in a choice program. Additionally, lower-income parents (i.e., income of $39,999 or below) had a lesser likelihood of using the information acquired in their neighborhood to apply to or enroll their children in a public school choice program. Parents with education beyond a higher school diploma/GED had a higher likelihood of using the information they acquired in their neighborhood to apply to and enroll their children in a school choice program, while parents who were employed either full-time or part-time had a greater likelihood of using the information acquired in their neighborhood to apply to a choice program. Additionally, parents who acquired a greater variety of information about different types of school choice had a greater likelihood of using the information acquired to enroll their children a choice program. Meanwhile, parents with more accurate and trusted sources of information in their neighborhood had a higher likelihood of using the information acquired to apply to and enroll their children in a school choice program. The findings of this study contribute to the school choice, information, and geography research by extending our understanding of how urban parents acquire information about public school choice in the physical and social spaces found in their neighborhoods. Furthermore, this study brings to the forefront how access to accurate and trusted information about school choice programs can level the playing field as parents navigate these systems to learn about opportunities for their children. Methodological limitations of this study include the utilization of a quantitative case study design, an exclusive focus on traditional communication channels and forms of communication, the composition of the sample, and constraints analytic constraints given the types of geographic data collected. Four recommendations for future empirical work on geography and access to information about school choice and for policy are also outlined"--Pages xii-xvi.
Author: Geoffrey Walford
Publisher: Symposium Books Ltd
ISBN: 1873927231
Category : Education
Languages : en
Pages : 146
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Book Description
Throughout much of the industrialised world in the 1980s and 1990s governments divested themselves of responsibility for providing services for their citizens and espoused the ideology of the market. In education the term ‘quasi-market’ has been used to describe the situation where the market forces introduced into schooling differ in some fundamental respects from classical free markets. This book brings together specially written accounts of developments in the quasi-market in nine countries. The authors were asked to focus on their own particular country and to review policy developments in school choice over the previous five to ten years. In addition they were asked to assess the research evidence on the workings of the quasi-market of schools and, in particular, the effects of such changes on children of different genders and from differing social class and ethnic backgrounds. The result is a series of thought-provoking articles that add greatly to our understanding of the pressures that led to quasi-markets in education, and of how particular countries have responded to such changes and to the potentially inequitable effects of such moves.
Author: Kalervo N. Gulson
Publisher: Routledge
ISBN: 1136886273
Category : Education
Languages : en
Pages : 240
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Book Description
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.
Author: Kalervo N. Gulson
Publisher: Routledge
ISBN: 1134139624
Category : Education
Languages : en
Pages : 298
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Book Description
This collection of original work, within the sociology of education, draws on the 'spatial turn' in contemporary social theory. The premise of this book is that drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalisation, race, markets and school choice, suburbanisation, regional and rural settings, and youth and student culture.
Author: Colin Brock
Publisher: Bloomsbury Publishing
ISBN: 1474223265
Category : Education
Languages : en
Pages : 237
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Book Description
Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
Author: Jeffrey R. Henig
Publisher: Princeton University Press
ISBN: 1400821037
Category : Political Science
Languages : en
Pages : 292
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Book Description
Advocates of school vouchers and other choice proposals couch their arguments in the fashionable language of economic theory. Choice initiatives at all levels of government have succeeded, it is claimed, because they shift responsibility for education reform from government to market forces. This timely book disputes the appropriateness of the market metaphor as a guide to education policy.
