Urban Education Dystopia, 2050
Luke, Allan (2007) Urban Education Dystopia, 2050. In Pink, William T. & Noblit, George W. (Eds.) International handbook of urban education. Springer, Dordrecht, pp. 1177-1181.
The definition and history of "urban education" are rooted in the North American and British industrial city of the past two centuries. Common curriculum, public education, and universal access have been the principled responses of democratic societies to the social and cultural conditions of urbanization. In Chicago, Dewey's project was very closely affiliated with Progressive Era politics around the social inequities, corruption and class politics of the American city (Knight, 2005). In Boston, G. Stanley Hall's initial descriptions of adolescence were a response to the emergent problem of urban youth. The industrial city, literally, brought new kinds of educational subjects into existence, developing theories, practices and interventions to address their perceived problems and needs. This Handbook documents new forces of economic and technological change, cultural and linguistic diversity and socio-demographic stratification that are bringing many of the industrial paradigms of urban schooling to a breaking point. In emergent economies and postcolonial conditions of Asia, the Americas and Africa, urban education continues to entail the building of systems of compulsory and universal access to schooling, the expansion of provision for youth and the amelioration of adult and family poverty, and the making of complex national and regional curriculum settlements across cultures and systems. In the post-industrial North and West, policy remains focused on the extension of neoliberal market economics to education, with forces of deregulation, performance-based management and affiliated educational foci on testing and curriculum regulation.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 Springer|
|Deposited On:||16 Oct 2008 00:00|
|Last Modified:||29 Feb 2012 13:36|
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