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Teaching the market: fostering consent to education markets in the United States

Author

Listed:
  • Dan Cohen
  • Chris Lizotte

Abstract

Marked-based reforms in education have garnered the support of politicians, philanthropists, and academics, reworking the nature of public education in the United States. In this paper we explore the methods used to produce consent for market-based reforms of primary and secondary (K-12) schooling in the United States, focusing on two case studies to interrogate how this consent is generated as well as how these reforms are resisted in place. In doing so we illustrate how market-making in public services is a contested terrain and the importance of understanding the nature of their roll-out at the local level.

Suggested Citation

  • Dan Cohen & Chris Lizotte, 2015. "Teaching the market: fostering consent to education markets in the United States," Environment and Planning A, , vol. 47(9), pages 1824-1841, September.
    • Handle: RePEc:sae:envira:v:47:y:2015:i:9:p:1824-1841
    DOI: 10.1068/a130273p
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