Les green schools, opportunité contre la ségrégation ou marchandisation du développement durable ? L’exemple du nouvel East Side de Baltimore
In a context of school reforms based on school choice and the increased commodification of education in the United States of America since 2000, the purpose of this article is to analyze the stakes of the educative reform integrating sustainable development, which is part of the urban rehabilitation...
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| Format: | Article |
| Language: | fra |
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Les éditions de la Maison des sciences de l’Homme
2020-10-01
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| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
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| Online Access: | https://journals.openedition.org/cres/4887 |
| Summary: | In a context of school reforms based on school choice and the increased commodification of education in the United States of America since 2000, the purpose of this article is to analyze the stakes of the educative reform integrating sustainable development, which is part of the urban rehabilitation through school of the Afro-American ghettos. In the East Baltimore ghetto, Maryland, the creation of Henderson Hopkins School, a “green school”, which falls within the Grand Piano urban rehabilitation project, is meant for taking part in the improvement of academic achievement and life quality within the Middle East neighborhood. To that end, a particular governance has been set up, giving a free hand to private actors such as Johns Hopkins Institution and Annie E. Casey Foundation. Under the guise of sustainability, private actors’ choices result in gentrification through education and the exclusion of the Afro-Americans of the ghetto. |
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| ISSN: | 1635-3544 2265-7762 |