scholarly journals Contesting the city: neoliberal urbanism and the cultural politics of education reform in Chicago

2011 ◽  
Vol 32 (2) ◽  
pp. 217-234 ◽  
Author(s):  
Pauline Lipman

This book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. Comparative analysis of education reform in Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda highlights systemic failure on the frontline of education service delivery, driven by deeper crises of policymaking and implementation: few governments try to raise educational standards with any conviction, and education bureaucracies are unable to deliver even those learning reforms that get through the policy process. Introductory chapters develop a theoretical framework within which to examine the critical features of the politics of education. Case study chapters demonstrate that political settlements, or the balance of power between contending social groups, shape the extent to which elites commit to adopting and implementing reforms aimed at improving learning outcomes, and the nature this influence takes. Informal politics and power relations can generate incentives that undermine rather than support elite commitment to development, politicizing the provision of education. Tracing reform processes from their policy origins down to the frontline, it seems that successful schools emerged as localized solutions to specific solutions, often against the grain of dysfunctional sectoral arrangements and the national-level political settlement, but with local political backing. The book concludes with discussion of the need for more politically attuned approaches that focus on building coalitions for change and supporting ‘best-fit’ types of problem-solving fixes, rather than calling for systemic change.


Author(s):  
Joshua Hagen

This chapter offers a critical examination of historic preservationist practices to expand our understanding of the Nazi regime’s ideologies and objectives regarding historic places and national heritage. Rather than catalogue the actual techniques of historic preservation, this chapter focuses on the cultural politics animating the regime’s efforts to construct its vision of national history, heritage, and memory. To do so, the chapter surveys the Nazi regime’s efforts to “preserve” three generalized places: the city, the town, and the village


1994 ◽  
Vol 12 (1) ◽  
pp. 75-104 ◽  
Author(s):  
Bruce Willems-Braun

Canada's fringe festivals are important interventions in the discourses and institutions framing Canadian theatre, leading some to recognize them as sites of a radical cultural politics. Most commentators have placed their attention on performance at these events, but in this paper, the focus is on the manner in which these events reorganize urban spaces into festival spaces, constructing informal discursive arenas within which the interaction of patrons, artists, and organizers is encouraged, and which situates performance, display, and the negotiation of social identities within an intersubjective field less influenced by certain constraints in traditional theatre. What is often overlooked, however, is that these discursive arenas are constructed within, at the same time as they engage, the social and spatial organization of the city, and are therefore marked by certain exclusions and inclusions. By refusing to abstract these festivals, as ‘artistic events’, attention can be paid to their ‘topography’, to explore the relations between cultural practice, social identity, and the organization of the city.


2021 ◽  
Vol 37 (2) ◽  
pp. 1-26
Author(s):  
Shaila Sharmeen ◽  
Mohammad Tareq Hasan ◽  
SM Arif Mahmud

This article is concerned with the meaning of education for Santal and Munda communities, living in the Barind region. The aim of this paper is to document the narratives of Adivasis’ on education. What do they mean by education? What kind of situation did they experience in formal education? How they respond to the existing form of education. The article is written based on ethnographic material drawn from 8/9 months of frequent visit in the field of study. Data was collected by using semi-structured questionnaire, observation and participation. To Adivasis of Santal and Munda communities, education means to fight the mainstream society back, to act confidently, erase the stereotypical images they are labelled by the dominant group, and to get freedom from poverty; aspirations to overcome the conditions of graduated sovereignty and cultural politics. To consider the qualitative matter of social mobility, namely the aspiration in both the individual and community levels, the article proposes to look beyond the existing dominant analytical frame of educational access and exclusion. The analytical tools were developed following Appadurai’s concept of aspiration and Ong’s idea of graduated sovereignty. This article is a critical assessment of the marginal communities’ formal education and development and will contribute to ethnographic intervention in social anthropology and development studies, and contemporary debate on politics of education. Social Science Review, Vol. 37(2), Dec 2020 Page 1-26


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