Culture and Structure at a Military Charter School: From by Brooke Johnson

By Brooke Johnson

Taking army constitution colleges as her topic, and drawing on years of analysis at one institution specifically, Brooke Johnson explores the underpinings of a tradition in accordance with militarization and neoliberal academic reforms and probes its results on person id and social interactions on the school.

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By Brooke Johnson

Taking army constitution colleges as her topic, and drawing on years of analysis at one institution specifically, Brooke Johnson explores the underpinings of a tradition in accordance with militarization and neoliberal academic reforms and probes its results on person id and social interactions on the school.

Show description

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Extra resources for Culture and Structure at a Military Charter School: From School Ground to Battle Ground

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38 CULTURE AND STRUCTURE AT A MILITARY CHARTER SCHOOL The second goal of US education system is social efficiency, or the training of workers. At the end of the nineteenth century and beginning of the twentieth century, the school curriculum shifted from a focus on knowledge to a focus on skills and training and became more responsive to the occupational structure of the economy (Larabee 1997, 47–48). Schools became increasingly stratified reflecting the job market and differentiated levels of skills and training needs.

Finally, Chapter 7 revisits the themes and topics discussed in the previous chapters and lays out the theoretical importance of this book. In this chapter I argue that this book is an important contribution to understanding the nexus between neoliberal educational policies and militarization by highlighting how these larger social processes affect the daily lives of working-class youth of color who attend not only MEI but similar militarized schools and programs. I argue that social structures such as a lack of quality and equitable education, as well as inequalities of race, class, gender, and sexual identity create social space for the emergence and growth of militarized public education.

However, the construction of hegemonic masculinity at the MEI is bounded by race and gender as only White males are allowed to capitalize on this particular form of masculinity. Girls and Black boys who attempt to access hegemonic masculinity are particularly severely sanctioned. Not all cadets want to enact hegemonic masculinity as illustrated by normatively feminine girls at the school that actively resist militarized masculinity. INTRODUCTION 33 Chapter 6 argues that militarization of the MEI enforces normative gendered and sexualized processes and behaviors such as sexual scripts for flirting and dating as well as homophobia and homophobic slurs.

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