Citation

Lipman P. Am. Educ. Res. J. 2002; 39(2): 379-419.

Copyright

(Copyright © 2002, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312039002379

PMID

unavailable

Abstract

This article examines current Chicago school reform in the context of economic restructuring, the drive to become a "global city," and the cultural politics of race. The discussion focuses on high stakes testing and accountability policies and on new, special programs and schools. My analysis is based on data from four qualitative case studies of Chicago elementary schools, school system data on the nature and geographic distribution of differentiated programs and schools, and examination of labor force trends and economic development policies. Contrary to the discourse of equity that frames Chicago school reform, I argue that the current policies exacerbate existing race and class inequalities and create new ones. The policies promote unequal educational opportunities and experiences and produce stratified identities with significant implications in Chicago's new, highly stratified work force. As a whole, Chicago's reforms support the inherent inequalities of global city development, gentrification, and the displacement of working-class and low-income communities, especially communities of color. I argue that education policies are part of a cultural politics of race aimed at the control and regulation of African-American and Latino youth and their communities. The paper concludes with proposals toward the democratic reconstruction of urban education policy.