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Table of Contents
Intro
Acknowledgements
Contents
Contributors
Chapter 1: Introduction: Studying School Segregation Through the Lens of Educational (Quasi-)Markets
1.1 The Slow Emergence of School Segregation as a Public Concern
1.2 An Expanding Field of Study: Shared Assumptions and Unsolved Questions
1.3 (French-Speaking) Belgium and Chile: Two In-Depth Case Studies as a Lever for Reflection
1.4 Methodological Considerations
1.5 Structure of the Book
References
Part I: Foundations: Theoretical Grounds, Literature Reviews and Empirical Balance
Chapter 2: What's Wrong with Social Segregation Between Schools? Ethical Perspectives
2.1 Introduction
2.2 What Is School Segregation? The Conceptual Framework
2.3 An Ethical Approach to Social Segregation Between Schools
2.4 How School Segregation Is Produced and Dealt With
2.5 School Segregation: What Effects on Which Purposes?
2.5.1 School Segregation and Academic Performance
2.5.2 School Segregation and Relational Bases of Autonomy
2.5.3 School Segregation and Democratic Integration
2.6 What Policy Responses to School Segregation?
2.6.1 Redistributing School Places?
2.6.2 Redistributing Resources?
2.6.3 Recognition Policies?
2.7 Conclusion
References
Chapter 3: Understanding School Markets in Order to Transform Them?
3.1 Introduction
3.2 Sociology of Markets and Sociology of Education: Common Points and Differences
3.2.1 The Markets as Seen by Sociologists of Education and Sociologists of Markets
3.2.2 How Researchers and Sociologists Relate to the Market
3.2.3 Socializing, Equipping and Politicizing Market Analysis
3.3 Bringing Together Sociology of Markets and Sociology of Education to Understand School Markets
3.3.1 The Schooling System as a Market of Singularities
3.3.2 The Schooling System as an Arranged Market
3.3.3 The Difficult Regulation of Markets in the Face of Their Monopolistic Tendencies
3.4 Conclusion. Repoliticizing Markets to Address Inequality and Segregation
References
Chapter 4: School Segregation in Times of Globalization: Research and Policy Challenges
4.1 Introduction: School Segregation as a Relevant Field of Study
4.2 The Social Mechanisms of School Segregation: External and Internal Factors to the Educational Field
4.2.1 Residential Segregation
4.2.2 Institutional Differentiation and Tracking
4.2.3 Education Markets and the Marketization of Education
4.2.4 School Admission Policies and Resource Allocation
4.3 School Desegregation Policies: Mapping the Agenda
4.3.1 Policies in Traditional Contexts of School Segregation
Curriculum Differentiation
Within-School Tracking
School Zoning and Admissions Procedures
4.3.2 Desegregation Policies in a Market-Oriented Context
Acknowledgements
Contents
Contributors
Chapter 1: Introduction: Studying School Segregation Through the Lens of Educational (Quasi-)Markets
1.1 The Slow Emergence of School Segregation as a Public Concern
1.2 An Expanding Field of Study: Shared Assumptions and Unsolved Questions
1.3 (French-Speaking) Belgium and Chile: Two In-Depth Case Studies as a Lever for Reflection
1.4 Methodological Considerations
1.5 Structure of the Book
References
Part I: Foundations: Theoretical Grounds, Literature Reviews and Empirical Balance
Chapter 2: What's Wrong with Social Segregation Between Schools? Ethical Perspectives
2.1 Introduction
2.2 What Is School Segregation? The Conceptual Framework
2.3 An Ethical Approach to Social Segregation Between Schools
2.4 How School Segregation Is Produced and Dealt With
2.5 School Segregation: What Effects on Which Purposes?
2.5.1 School Segregation and Academic Performance
2.5.2 School Segregation and Relational Bases of Autonomy
2.5.3 School Segregation and Democratic Integration
2.6 What Policy Responses to School Segregation?
2.6.1 Redistributing School Places?
2.6.2 Redistributing Resources?
2.6.3 Recognition Policies?
2.7 Conclusion
References
Chapter 3: Understanding School Markets in Order to Transform Them?
3.1 Introduction
3.2 Sociology of Markets and Sociology of Education: Common Points and Differences
3.2.1 The Markets as Seen by Sociologists of Education and Sociologists of Markets
3.2.2 How Researchers and Sociologists Relate to the Market
3.2.3 Socializing, Equipping and Politicizing Market Analysis
3.3 Bringing Together Sociology of Markets and Sociology of Education to Understand School Markets
3.3.1 The Schooling System as a Market of Singularities
3.3.2 The Schooling System as an Arranged Market
3.3.3 The Difficult Regulation of Markets in the Face of Their Monopolistic Tendencies
3.4 Conclusion. Repoliticizing Markets to Address Inequality and Segregation
References
Chapter 4: School Segregation in Times of Globalization: Research and Policy Challenges
4.1 Introduction: School Segregation as a Relevant Field of Study
4.2 The Social Mechanisms of School Segregation: External and Internal Factors to the Educational Field
4.2.1 Residential Segregation
4.2.2 Institutional Differentiation and Tracking
4.2.3 Education Markets and the Marketization of Education
4.2.4 School Admission Policies and Resource Allocation
4.3 School Desegregation Policies: Mapping the Agenda
4.3.1 Policies in Traditional Contexts of School Segregation
Curriculum Differentiation
Within-School Tracking
School Zoning and Admissions Procedures
4.3.2 Desegregation Policies in a Market-Oriented Context