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Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa.

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Title: Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa.
Authors: Herbert, Amelia Simone
Source: Comparative Education Review. 2023 Supplement 1, Vol. 67, pS66-S88. 23p.
Subject Terms: *Education, *Education policy, Transnationalism, Anti-capitalist movement
Geographic Terms: South Africa
People: Alexander, Neville, 1936-2012
Abstract: Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country's protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing "collaboration schools," public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson's analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander's insistence that antiracism must be anticapitalist, particularly in education, a site and strategy of struggle with dual potential to perpetuate or undermine racial capitalism. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country's protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing "collaboration schools," public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson's analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander's insistence that antiracism must be anticapitalist, particularly in education, a site and strategy of struggle with dual potential to perpetuate or undermine racial capitalism. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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