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This book examines various aspects of school segregation and their
complex interrelations with policy, structure, and context in
diverse settings. It advances the understanding of the causes,
processes and consequences of school segregation around the globe.
Topics examined include student sorting between schools in
marketized systems; the effects of school socioeconomic segregation
on international tests of student achievement and the structures
that shape cross-national variations; the impact of school choice
on school segregation in Canada; school segregation and
institutional trust in Chile; racial/ethnic and socioeconomic
segregation in Brazil; and parental financial contributions as a
cause and consequence of school segregation in Australia. The
contributions highlight how selective schooling, private schooling,
school funding, school choice, and school competition interact to
shape school segregation, as well as the consequences of school
segregation on a range of student outcomes. Through its embrace of
diversity of methodological approaches, context and focus, this
book stimulates new lines of research in an important and growing
field. Comparative Perspectives on School Segregation will be a key
resource for academics, researchers, and advanced students of
comparative education, educational leadership and policy,
educational research, ethnic studies, research methods, economics
of education, sociology of education, history of education and
educational psychology. The chapters included in this book were
originally published as a special issue of Comparative Education.
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.
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.
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