000			01421nab a2200181 4500
003			OSt
005			20230718171850.0
007			cr aa aaaaa
008			230718b |||||||| |||| 00| 0 eng d
100			_aStone, Clarence N. _955936
245			_aRhetoric, Reality, and Politics: _bThe Neoliberal Cul-de-Sac in Education/
260			_bSage, _c2020.
300			_aVol 56, Issue 3, 2020:( 943-972 p.).
520			_aIn Barbara Ferman’s collection, The Fight for America’s Schools, grassroots resistance to neoliberal education reform holds the spotlight. Her geographic lens is the Pennsylvania/New Jersey region. In this article, the geographic focus shifts to Memphis, Tennessee, and Washington, D.C. Experiences in these two cities show how the neoliberal agenda is protected in the face of disappointing results. The Memphis case centers on a state takeover driven by a market ideology. Its experience underscores that reducing local representation to an inconsequential advisory role also diminishes what education policy leaders believe they need to consider. D.C. offers a more complex narrative, one haunted by the corrupted metrics of Campbell’s Law. In both cities, the neoliberal toolbox proved unable to deliver in practice what the drawing board had promised.
773	0		_09296 _916911 _dSage Publications _tUrban Affairs Review
856			_uhttps://doi.org/10.1177/1078087419867165
942			_2ddc _cEJR
999			_c13830 _d13830