‘We're not going nowhere’: race, urban space, and the struggle for King Elementary School in New Orleans

Buras, Kristen L.

doi:10.1080/17508487.2013.741072

Cited by 26 publications

(22 citation statements)

References 2 publications

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“…Klein cites the free-market restructuring of New Orleans after Hurricane Katrina as one example. Saltman (2007) and Buras (2013) have shown that the devastation of Hurricane Katrina and the forced exodus of much of New Orleans' working class Black population was a golden opportunity for an alliance of venture philanthropists, neoliberal think tanks, policymakers, and charter school operators, to reconstruct the city's school system as a market of education providers. The 2008 crisis provided a similar opportunity to accelerate neoliberal education restructuring nationally , with philanthropists as key actors.…”

Section: Urban Disinvestment and Philanthropy's New Colonialismmentioning

confidence: 98%

Capitalizing on crisis: venture philanthropy’s colonial project to remake urban education

Lipman

2014

Critical Studies in Education

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Section: Urban Disinvestment and Philanthropy's New Colonialismmentioning

confidence: 98%

Capitalizing on crisis: venture philanthropy’s colonial project to remake urban education

Lipman

2014

Critical Studies in Education

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“…The aftermath of disasters influences education in multiple ways (Buras, ; Cadag et al, ). Disasters often provide opportunities for privatization of education (Katz, ; McCreary et al, ; Nguyen, Cohen, & Huff, ) as well as other ways to implement neoliberal ideologies (Grove, ).…”

Section: Dre and The Politics Of Attentionmentioning

confidence: 99%

A proposal for unpacking the politics of knowledge production in disaster reduction education

Trumble

2018

Geography Compass

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The Sendai Framework for disaster risk reduction (2015–2030) states that education is an important way to build resilience of people and communities. Further, reducing inequality should be a goal of disaster risk reduction (DRR) politics. Disaster reduction education (DRE), like the ideas resilience and DRR from which it stems, is not an innocent notion. The production of knowledge and its implementation via DRE are inherently political. With this in mind, I discuss recent work in DRE and suggest that science and technology studies (STS) is a helpful ally in examining the significance of DRE for communities. I first discuss the relationship between resilience, DRR, and DRE. I then review recent case studies from the growing field of scholarship in DRE; each of which brings into question (a) the politics of knowledge production and (b) uneven relationships across scales that shape the ways in which education for disaster risk is implemented. Next, I explore how scholarship from STS is useful to think through ways to further unpack the politics of expertise woven into DRE. I conclude by stating that if we are to consider possibilities for DRE practices that increase equality, we must first explore the power relations that shape DRE. STS engagements with expertise will help in the process.

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“…A body of research documents how racialized neoliberal policies, political forces, the interests of corporate elites, and even failed desegregation policies produce urban school closures (Johnson, 2013;Journey for Justice, 2014;Lipman, 2013;Pedroni, 2011). For instance, Lipman's (2011a) research shows that urban schools are deeply shaped and implicated in global, ideological, racial, economic, and political processes that are restructuring urban cities and school districts (see also Buras, 2013;Lipman, 2002Lipman, , 2011bLipman, , 2013Stovall, 2016). This restructuring creates space for neoliberal and mayoral-control education policies that close urban schools, as well as, turn them over to private and corporate managers, expand charter schools, disband teachers unions, and enforce top-down education reforms (Lipman, 2013).…”

Section: Explanations For Urban School Closurementioning

confidence: 99%

“…Scholars have broadly analyzed urban school closure (Deeds & Pattillo, 2014;Galletta & Ayala, 2012;Johnson, 2013;Kirshner et al, 2010), community members' influence on school closure (Finnigan & Lavner, 2012), student interpretations of school closings (Kirshner & Pozzoboni, 2011), the politics and impacts of school closure and rezoning (Siegel-Hawley et al, 2016), and the effects of school transfer after closure on students of color from low-income backgrounds (Kirshner et al, 2010). While this body of research suggests that urban school closure disrupts students' lives and neighborhoods, and is the expected outcome of neoliberal policy agendas, less research has examined how communities organize against closure to reopen schools (for exception see Buras, 2013;Good, 2016;Johnson, 2013;Lipman, 2011a;Stovall, 2007Stovall, , 2016. In particular, we know little about how community stakeholders mobilize the resources within their networks to reopen closed schools.…”

Section: Introductionmentioning

confidence: 99%

“…The corrosive damage of structural racism, disinvestment in Black 2 communities, deindustrialization, and marketbased policies have left many urban communities-and the school districts located within themwith declining student enrollments, low test scores, and fiscal deficits (Buras, 2013;Good, 2016;Lipman, 2011a;Pedroni, 2011). As a response to these conditions, several large urban U.S. school districts, such as Chicago, Detroit, Indianapolis, Philadelphia, and St. Louis have closed schools (Finnigan & Lavner, 2012;Kirshner & Pozzoboni, 2011).…”

Section: Introductionmentioning

confidence: 99%

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“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

Green¹

2017

EPAA

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Citation: Green, T. (2017). "We felt they took the heart out of the community": Examining a community-based response to urban school closure. Education Policy Analysis Archives, 25(21). http://dx.doi.org/10.14507/epaa.25.2549Abstract: Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a communityuniversity coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts. Keywords: School closures; shared leadership; school-community engagement; urban school reform; community-based education Education Policy Analysis Archives Vol. 25 No. 21 2 "Creemos que ellos han tomado el corazón de la comunidad": Examen de una respuesta basada en la comunidad para el cierre de la escuela urbana Resumen: Las grandes cerraduras escuelas están llevando a cabo en los distritos escolares urbanos de Estados Unidos. La investigación sugiere que el cierre de las escuelas es el resultado de las políticas neoliberales y décadas de desinversión racializados han dejado a muchos distritos urbanos con déficit fiscales y la disminución de la matrícula de estudiantes. Sin embargo, algunas comunidades urbanas se han organizado con éxito contra los cierres de escuelas y colegios cercanos reabrieron. Como tal, este estudio examina cómo los líderes de una coalición de la comunidad universitaria en el Medio Oeste de los Estados Unidos volvieron a abrir una escuela que fue cerrada por el distrito. Este estudio de caso se basa en entrevistas y datos de documentos y describe las fuerzas que promovieron el cierre de la escuela y su impacto en la comunidad. Los conceptos de las teorías del capital social y redes sociales se utilizan para guiar el análisis. Los resultados indican que estos líderes apalancadas redes para negociar un contrato social entre la comunidad y la universidad, se tomaron acciones estratégicas y socialmente conectados, y formaron un grupo de trabajo educativo dirigido por la comunidad. Este estudio tiene implicaciones para la política, la investigación y las futuras comunidades en contextos similares. Palabras-clave: cierre de la escuela; liderazgo compartido; las relac...

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‘We're not going nowhere’: race, urban space, and the struggle for King Elementary School in New Orleans

Cited by 26 publications

References 2 publications

Capitalizing on crisis: venture philanthropy’s colonial project to remake urban education

Capitalizing on crisis: venture philanthropy’s colonial project to remake urban education

A proposal for unpacking the politics of knowledge production in disaster reduction education

“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

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