633
Views
9
CrossRef citations to date
0
Altmetric
Articles

Gentrification, Market Regimes, and the New Entrepreneurial Principal: Enacting Integration or Displacement?

&

References

  • Achinstein, B., & Ogawa, R. (2006). (in)fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30–63.
  • Alves, M., & Willie, C. (1987). Controled choice assignments: A new and more effective approach to school desegregation. Urban Review, 19(2), 67–88.
  • Anderson, G., & Cohen, M. (2018). The emerging new democratic professional in education: Confronting markets, metrics, and managerialism. New York, NY: Teachers College Press.
  • Anderson, G. L. (1990). Toward a critical constructivist approach to school administration: Invisibility, legitimation, and the study of non-events. Educational Administration Quarterly, 26(1), 38–59.
  • Anderson, G. L. (2009). Advocacy leadership: Toward a post-reform agenda. New York, NY: Routledge.
  • Anderson, J. D. (1988). The education of blacks in the south, 1860-1935. Chapel Hill: University of North Carolina Press.
  • Andre-Bechely, L. (2004). Public school choice at the intersection of voluntary integration and not-so-good neighborhood schools: Lessons from parents’ experiences. Educational Administration Quarterly, 39(1), 1–38.
  • Andre-Bechely, L. (2005). Could it be otherwise? Parents and the inequalities of public school choice. New York, NY: Routledge.
  • Ball, S., & Junemann, C. (2012). Networks, new governance and education. Chicago, IL: Policy Press.
  • Bell, D. A. (2004). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. Oxford, UK: Oxford University Press.
  • Bohlmark, A., Holmlund, H., & Lindahl, M. (2015). School choice and segregation: Evidence from Sweden (Working Paper No. 2015:8). Uppsala, Sweden: The Institute for Evaluation of Labour Market and Education Policy.
  • Bourdieu, P., & Passeron, J. C. (1977/1990). Reproduction in education, society and culture. Thousand Oaks, CA: Sage Publications.
  • Brantlinger, A., & Smith, B. (2013). Alternative teacher certification and the new professional:He pre-service preparation of mathematics teachers in the New York City teaching fellows program. Teachers College Record, 115, 1–44.
  • Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York, NY: Routledge.
  • Brown, E., & Makris, M. V. (2018). A different type of charter school: In prestige charters, a rise in cachet equals a decline in access. Journal of Education Policy, 33(1), 85–117.
  • Buras, K. L. (2013). New Orleans education reform: A guide for cities or a warning for communities? Berkeley Review of Education, 4(1), 123–160.
  • Burch, P. (2009). Hidden markets: The new education privatization. New York, NY: Routledge.
  • Burns Stillman, J. (2012). Gentrification and schools: The process of integration when whites reverse flight. New York, NY: Palgrave Macmillan.
  • Burns Stillman, J. (2013). The elephant in the classroom. Education Next, 13(1), 36–41.
  • Butler, T., & Hamnett, B. (2011). Ethnicity, class and aspiration. Understanding London’s new East End. London, UK: The Policy Press.
  • Cashin, S. (2005). Shall we overcome? Transcending race, class, and ideology through interest convergence. St. John’s Law Review, 79, 253–291.
  • Center for Immigrant Families. (2004). Segregated and unequal: The public elementary schools of district 3 in New York City. Retrieved from http://prrac.org/pdf/CIF_segregation_report.pdf
  • Chubb, J., & Moe, T. (1990). Politics, markets, and America‘s schools. Washington, DC: The Brookings Institute.
  • Crozier, G., Reay, D., & James, D. (2011). Making it work for their children: White middle-class parents and working-class schools. International Studies in Sociology of Education, 21(3), 199–216. doi:10.1080/09620214.2011.616343
  • Cucchiara, M. (2013). Marketing schools, marketing cities: Who wins and who loses when schools become urban amenities. Chicago, Illinois: University of Chicago Press.
  • Cucchiara, M. B., & Horvat, E. M. (2009). Perils and promises: Middle-class parental involvement in urban schools. American Educational Research Journal, 46(4), 974–1004.
  • Davis, T., & Oakley, D. (2013). Linking charter school emergence to urban revitalization and gentrification: A socio-spatial analysis of three cities. Journal of Urban Affairs, 35(1), 81–102.
  • DeMatthews, D. (2014). Looks like 10 miles of bad road: Cheating, gaming, mistrust, and an interim principal in an urban Texas high school. Journal of Cases in Educational Leadership, 17(4), 19–25.
  • DeSena, J. (2006). Gentrification, school selection, and the consequences for community cohesion. American Behavioral Scientist, 50(2), 241–257.
  • DeSena, J. (2009). Gentrification and inequality in Brooklyn: The new kids on the block. New York, NY: Lexington Books.
  • Dillard, C. B. (1995). Leading with her life: An African American feminist (re)interpretation of leadership for an urban high school principal. Educational Administration Quarterly, 31(4), 539–563.
  • DiMartino, C., & Jessen, S. B. (2018). Selling school: The marketing of public education. New York, NY: Teachers College Press.
  • Dumas, M. (2011). A cultural political economy of school desegregation in Seattle. Teachers College Record, 113(4), 703–734.
  • Ehrenhalt, A. (2013). The great inversion and the future of the American City. New York, NY: Vintage.
  • Evetts, J. (2009). New professionalism and new public management: Changes, continuities, and consequences. Comparative Sociology, 8, 247–266.
  • Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406–422.
  • Frankenberg, E. (2017). Assessing segregation under a new generation of controlled choice policies. American Educational Research Journal, 54(1), 32–57.
  • Frankenberg, E., & Lee, C. (2003). Charter schools and race: A lost opportunity for integrated education. Education Policy Analysis Archives, 11(32), 1–48.
  • Freeman, L. (2006). There goes the ‘hood’: Views of gentrification from the ground up. Philadephia, PA: Temple University Press.
  • Freidus, A. (2016). ‘A great school benefits us all’: Advantaged parents and the gentrification of an urban school. Urban Education, 38, 1–28.
  • Fuller, B., Elmore, R., & Orfield, G. (Eds.). (1996). Who chooses? Who loses? Culture, institutions, and the unequal effects of school choice. New York, NY: Teachers College Press.
  • Gewirtz, S. (2002). The managerial school: Post-welfarism and social justice in education. London, UK: Routledge.
  • Gordon, J. A. (2008). Community responsive schools, mixed housing, and community regeneration. Journal of Education Policy, 23(2), 181–192.
  • Green, T. (2015). Leading for urban school reform and community development. Educational Administration Quarterly, 51(5), 679–711.
  • Gulson, K. (2007). Repositioning schooling in inner Sydney: Urban renewal, an education market and the ‘absent presence’ of the ‘middle classes.’. Urban Studies, 44(7), 1377–1391.
  • Hankins, K. (2007). The final frontier: Charter schools as new community institutions of gentrification. Urban Geography, 28(2), 113–128.
  • Herr, K. (1999). Private power and privileged education: De/constructing institutionalized racism. Journal of Inclusive Education, 3(2), 111–129.
  • Holme, J. J. (2002). Buying homes, buying schools: School choice and the social construction of school quality. Harvard Educational Review, 72, 177–205.
  • Horsford, S. D. (2011). Learning in a burning house: Educational inequality, ideology, and (dis)integration. New York: Teachers college Press.
  • Horsford, S. D. (2016). Social justice for the advantaged: Freedom from racial equality post-“Milliken.”. Teachers College Record, 118(3), 1–18.
  • Hu, W., & Harris, E. (2018, June 18). Schools cherry pick, leaving minorities behind. The New York Times, pp. A1, A18.
  • Jabbar, H. (2015a). “Every Kid Is Money”: Market-Like competition and school leader strategies in New Orleans. Educational Evaluation and Policy Analysis, 37(4), 638–659.
  • Jabbar, H. (2015b). Competitive networks and school leaders’ perceptions: The formation of an education marketplace in post-Katrina New Orleans. American Educational Research Journal, 52(6), 1093–1131.
  • Jennings, J. (2010). School choice or schools’ choice? Managing in an era of accountability. Sociology of Education, 83(3), 227–247.
  • Johnson, L. (2006). ‘“Making her community a better place to live”: Culturally responsive urban school leadership in historical context’. Leadership and Policy in Schools, 5(1), 19–36.
  • Journey for Justice Alliance. (2014). Death by a thousand cuts: Racism, school closures, and public school sabotage. Retrieved from https://www.j4jalliance.com/wp-content/uploads/2014/02/J4JReport-final_05_12_14.pdf
  • Kennedy, M., & Leonard, P. (2001). Dealing with neighborhood change: A primer on gentrification and policy choices. Washington, DC: Brookings Institution Center on Urban and Metropolitan Policy and PolicyLink.
  • Khalifa, M. (2012). A re-New-ed paradigm in successful urban school leadership: Principal as community leader. Educational Administration Quarterly., 48(3), 424–467.
  • Koretz, D. (2017). The testing charade: Pretending to make schools better. Chicago, IL: University of Chicago Press.
  • Koyama, J. (2014). Principals as bricoleurs: Making sense and making do in an era of accountability. Educational Administration Quarterly, 50(2), 279–304.
  • Lareau, A., & Goyette, K. (2014). Choosing homes, choosing schools. New York, NY: Russell Sage.
  • Lees, L., Slater, T., & Wyly, E. (2008). Gentrification. New York, NY: Routledge/Taylor & Francis Group.
  • Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge.
  • Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
  • Loeb, S., Valent, J., & Kasman, M. (2011). Increasing choice in the market for schools: Recent reforms and their effects on student achievement. National Tax Journal, 64(1), 141–164.
  • Lupton, R., & Tunstall, R. (2008). Neighbourhood regeneration through mixed communities: A ‘social justice dilemma‘? Journal of Education Policy, 23(2), 105–117. doi:10.1080/02680930701853013
  • Mann, B., & Bennett, H. (2016, November 19). Integration without integrating? How gentrification and community socioeconomic trends relate to differences in charter and traditional schooling options in Washington D.C. Paper presented at UCEA in Detroit Marriot, Detroit.
  • Margonis, F., & Parker, L. (1995). Choice, privatization, and unspoken strategies of containment. Educational Policy, 9(4), 375–403.
  • Martin, I. W., & Beck, K. (2016). Gentrification, property tax limitation, and displacement. Urban Affairs Review, 41, 1–41.
  • Metz, M. (2003). Different by design: The context and character of three magnet schools. New York, NY: Teachers College Press.
  • Mickelson, R. (1999). International business machinations: A case study of corporate involvement in local educational reform. Teachers College Record, 100(3), 476–506.
  • Moody, K. (2007). From welfare to real estate: Regime change in New York City, 1974 to the present. New York, NY: The New Press.
  • Moore, K. (2009). Gentrification in Black face?: The return of the Black middle class to urban neighborhoods. Urban Geography, 30(2), 118–142.
  • Muller, J. (2018). The tyranny of metrics. Princeton, NJ: Princeton University Press.
  • Mungal, A. S. (2016). Teach for America, relay graduate school, and the charter school networks: The making of a parallel education structure. Education Policy Analysis Archives, 24(17). doi:10.14507/epaa.24.2037
  • Murtadha, K., & Watts, D. M. (2005). Linking the struggle for education and social justice: Historical perspectives of African-American leadership in schools. Educational Administration Quarterly, 41(4), 591–608.
  • Niesche, R. (2013). Foucault, counter-conduct and school leadership as a form of political subjectivity. Journal of Educational Administration and History, 45(2), 144–158.
  • Oliver, M. L., & Shapiro, T. M. (2006). Black wealth/white wealth: A new perspective on racial inequality. New York, NY: Routledge.
  • Orfield, G. (1981). Toward a strategy for urban integration: Lessons in school and housing from twelve cities. New York: Ford Foundation.
  • Orfield, G., & Frankenberg, E. (2013). Educational delusions? How choice can Deepen inequality and how to make schools fair. Berkeley: Univ. of California Press.
  • Orfield, G., Frankenberg, E., & Siegel-Hawley, G. (2010). Integrated schools: Finding a new path. Educational Leadership, 68(3), 22–27.
  • Perez, G. (2004). The near Northwest side story: Migration, displacement, and Puerto Rican families. Berkeley: University of California Press.
  • Posey Maddox, L. (2014). When middle-class parents choose urban schools: Class, race, and the challenge of equity in public education. Chicago, Illinois: University of Chicago Press.
  • Posey-Maddox, L.., Kimelberg, S. M., & Cucchiara, M. (2012). Gentrification goes to school: A three city examination of middle-class investment in urban public schools. Paper presented at the American Sociological Association Annual Meeting, Denver, Colorado, August 17–20.
  • Radin, B. (2006). Challenging the performance movement: Accountability, complexity, and democratic values. Washington, DC: Georgetown University Press.
  • Reay, D. (2007). ‘Unruly places’: Inner-city comprehensives, middle-class imaginaries and working-class children. Urban Studies, 44(7), 1191–11201.
  • Roberts, A., & Lakes, R. (2016). Middle class mothers on urban school selection in gentrifying areas. Education and Urban Society, 48(3), 203–220.
  • Roda, A., & Wells, A. S. (2013). School choice policies and racial segregation: Where white parents’ good intentions, anxiety, and privilege collide. American Journal of Education, 119(2), 261–293.
  • Rothstein, R. (2017). The color of law: A forgotten history of how our government segregated America. New York, NY: Liveright Pub.
  • Ryan, J. (2012). Struggling for inclusion: Educational leadership in a neo-liberal world. Charlotte, NC: Information Age Pub.
  • Saltman, K. (2009). The rise of venture philanthropy and the ongoing neoliberal assault on public education: The case of the Eli and Edythe broad foundation. Workplace, 16, 53–72.
  • Sandel, M. (2012). What money can’t buy: The moral limits of markets. New York, NY: Farrar, Strauss, and Giroux.
  • Schlichtman, J., Patch, J., & Lamont Hill, M. (2017). Gentrifier. Toronto, Canada: University of Toronto Press.
  • Scott, J. (2008). Managers of choice: Race, gender, and the philosophies of the new urban school leadership. In W. Feinberg & C. Lubienski (Eds.), School choice polices and outcomes: Empirical and philosophical perspectives (pp. 149–176). Albany: SUNY Press.
  • Scott, J. (2009). The politics of venture philanthropy in school choice policy and advocacy. Educational Policy, 23(1), 106–136.
  • Scott, J. (2012, Winter). Educational movements, not market moments. Dissent, 80, 72–75.
  • Scott, J., & Home, J. J. (2016). The political economy of market-based educational policies: Race and reform in Urban school districts, 1915 to 2016. Review of Research in Education, 40, 250–297.
  • Sennett, R. (1998). The corrosion of character: The personal consequences of work in the new capitalism. New York, NY: Norton.
  • Sennett, R. (2006). The culture of the new capitalism. New Haven, CT: Yale University Press.
  • Shipps, D. (2012). Empowered or Beleaguered? Principals’ accountability under New York City’s diverse provider regime. Education Policy Analysis Archives, 20(1), 1–39.
  • Siddle Walker, V. (2003). The architects of Black schooling in the South: The case of one principal leader. Journal of Curriculum and Supervision, 19(1), 54–72.
  • Siegel-Hawley, G., Thachik, S., & Bridges, K. (2017). Reform with reinvestment: Values and tensions in gentrifying urban schools. Education and Urban Society, 49(4), 403–433.
  • Slater, T. (2006). The eviction of critical perspectives from gentrification research. International Journal of Urban and Regional Research, 30(4), 737–757.
  • Smith, J., & Stovall, D. (2008). ‘Coming home’ to new homes and new schools: Critical race theory and the new politics of containment. Journal of Education Policy, 23(2), 135–152.
  • Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109.
  • Stovall, D. (2004). School leader as negotiator: Critical race theory, praxis, and the creation of productive space. Multicultural Education, 12(2), 8–12.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice educational leadership. Educational Administration Quarterly., 43(2), 221–258.
  • Tillman, L. (2004). African American principals and the legacy of brown. Review of Research in Education, 28, 101–146.
  • Turner, E. 2017. Marketing diversity: Selling school districts in a racialized marketplace. Journal of Education Policy. Retrieved from http://www-tandfonline-com.proxy.library.nyu.edu/doi/full/10.1080/02680939.2017.1386327
  • Valenzuela, J. P., Bellei, C., & de Los Rios, D. (2013). Socioeconomic school degregation in a market-oriented educational system. The case of Chile. Journal of Education Policy, 29(2), 46–60.
  • Vowden, K. (2012). Safety in numbers? Middle-class parents and social mix in London primary schools. Journal of Education Policy, 27(6), 731–745.
  • Ward, S. (2011). The machinations of managerialism: New public management and the diminishing power of professionals. Journal of Cultural Economy, 4(2), 205–215.
  • Watkins, W. (2001). The white architects of Black education: Ideology and power in America, 1865-1954. New York, NY: Teachers College Press.
  • Wilson, E. (2015). Gentrification and the urban public school reforms: The interest divergence dilemma. West Virginia Law Review, 118, 677–733.
  • Ylimaki, R. (2005). Political risk-taking: Leading literacy education in an Era of high-stakes accountability. The Journal of School Leadership, 15(1), 1–23.
  • Yoon, E., & Lubienski, C. (2017). How do marginalized families engage in school choice in inequitable urban landscapes? A critical geographic approach. Education Policy Analysis Archives, 25(42). Retrieved from http://epaa.asu.edu/ojs/article/view/2655

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.