Market “choices” or structured pathways? How specialized arts education contributes to the reproduction of inequality

Abstract

Located in one of the most diverse cities in the world, the Toronto District School Board (TDSB) offers several programs catering to a variety of student interests. Specialty Arts Programs (SAPs) have gained particular attention in part because of their reputation as excellent schools providing a unique opportunity for training in the arts. However, recently such programs have also raised concerns about who can access and who ultimately benefits from specialized programming in the arts. While the TDSB is committed to equal access for all families, the student populations at

School Choice Research and Politics with Pierre Bourdieu: New Possibilities

“…The concept refers to the individual possession of cultural resources, artifacts, and practices, and researchers have applied it to elucidate why and how choosing a school has become a major struggle over the cultural space of the school, where children acquire certain types or qualities of education that correspond to their families’ class positions and aspirations. Although scholars emphasize that different resources, artifacts, and practices count as cultural capital in particular local and national contexts, they converge on the view that schools are key institutions for class reproduction, that is, why middle-class parents participate actively in school choice (English, 2009; Gaztambide-Fernández & Parekh, 2017; Jaeger, 2009; Poder & Lauri, 2014; Roda, 2017; Wettewa, 2016; Wu, 2012).…”

Marché scolaire et reproduction des inégalités sociales au Québec

“…Une abondante littérature internationale citée dans la section dédiée au cadre d'analyse (voir par exemple, Dumay et Dupriez, 2012 ;Dumay, Dupriez et Maroy, 2011 ;Felouzis et Perroton, 2007a ;Lubienski, Gulusino et Weitzfel, 2009) montre que la concurrence entre les établissements et la hiérarchisation des classes tend à favoriser la polarisation des élèves selon leur niveau de performance scolaire et leur origine sociale. Il s'ensuit une homogénéisation des expériences scolaires par les influences mutuelles entre pairs par le jeu d'aspirations scolaires, d'engagement dans les études et de valorisation de la réussite et de la persévérance aux études (Gaztambide-Fernández et Parekh, 2017). Or, tout indique que le Québec n'échappe pas à la règle (Hurteau et Duclos, 2017 ;Larose, 2016 (Felouzis et Perrothon, 2007a ;Hurteau et Duclos, 2017 ;Van De Werfhorst, Sullivan et Cheung, 2003).…”

Changing Lanes: The Relationship Between Special Education Placement and Students’ Academic Futures

“…In many North American studies, programs considered to be for lower performing students, such as special education programs, vocational and trade-based programs, often result in an overrepresentation of racialized youth, males, and youth living in poverty (O’Connor & Fernandez, 2006). In contrast, programs designed to support and challenge high-performing students, such as gifted programs, international baccalaureate programs, and French immersion programs, are often disproportionately overrepresented by White, wealthy students (Gaztambide-Fernández & Parekh, 2017; Parekh, 2013). As discussed above, the pervasiveness of these trends points to larger societal and structural forces that reify the hierarchical valuation of identity through constructing ability and disability, fiercely tied to notions of racial and class superiority.…”