Segregation, the “Black Spatial Imagination,” and Radical Social Transformation

This response discusses the complexity of racial segregation in U.S. cities today and an emerging education movement for equity and racial justice. Racial segregation has been and continues to be a potent, and contested, strategy of containment, subordination, and exploitation, but African Americans have also, out of necessity, turned racial segregation into collective survival, radical solidarity, resistance, and counter-hegemonic economic and social relations. New geographies of racial containment, exclusion, and incorporation in the neoliberal, postindustrial city have spawned a new antiracist, antineoliberal education movement. While people of color have the right to live and attend school anywhere, African American and other parents and students of color are concretely fighting against racist school closings and for equitable public schools in their neighborhoods as part of the battle against displacement and dispossession. I argue that the campaign for sustainable community schools and the program of transformative policy reforms in the Platform of the Movement for Black Lives exemplify a move toward an anticapitalist, antiracist vision of radical economic and political democracy and self-determination

A paisagem da educação “reforma” em Chicago: O neoliberalismo é um movimento popular

This article examines the dialectics of Chicago’s neoliberal education policies and the grassroots resistance that parents, teachers, and students have mounted against them. Grounding the analysis in racial capitalism and neoliberal urban restructuring, I discuss interconnections between neoliberal urban policy, racism, and education to clarify what is at stake for communities resisting Chicago’s policies. The paper describes deep and pervasive racial inequities, school closings, privatization, and disenfranchisement driving organized opposition and the labor-community alliance at the center of organized resistance. I argue that neoliberal education policy is racialized state violence, and education is a battleground for racial justice and Black self-determination. I conclude with observations on Chicago’s experience so far that might be useful in other contexts. Este artículo examina la dialéctica de las políticas de educación neoliberal de Chicago y la resistencia popular que los padres, maestros y estudiantes han montado contra ellos. Fundamentando el análisis en el capitalismo racial y la reestructuración urbana neoliberal, discuto las interconexiones entre la política urbana neoliberal, el racismo y la educación para aclarar lo que está en juego para las comunidades que resisten las políticas de Chicago. El artículo describe las profundas y generalizadas desigualdades raciales, el cierre de escuelas, la privatización y la privación de derechos que conducen a la oposición organizada y la alianza entre el trabajo y la comunidad en el centro de la resistencia organizada. Sostengo que la política de educación neoliberal es la violencia racializada del estado, y la educación es un campo de batalla para la justicia racial y la autodeterminación de los negros. Concluyo con observaciones sobre la experiencia de Chicago hasta ahora que podrían ser útiles en otros contextos.Este artigo analisa a dialética das políticas neoliberais Chicago educação e resistência popular que os pais, professores e alunos montaram contra eles. I basear a análise sobre o capitalismo racial e reestruturação urbana neoliberal, disputar as interconexões entre neoliberal urbana política, racismo e educação para esclarecer o que está em jogo para as comunidades que resistem políticas Chicago. O artigo descreve as disparidades profundas e generalizadas raciais, fechamento de escolas, privatização e privação de direitos que levam à oposição organizada e aliança entre o trabalho ea comunidade no coração da resistência organizada. Defendo que a política de educação neoliberal é a violência do Estado racializado, ea educação é um campo de batalha para a justiça racial e auto-determinação dos negros. Concluo com observações sobre a experiência de Chicago tão longe que poderia ser útil em outros contextos

PDBe: improved findability of macromolecularstructure data in the PDB

© 2019 The Authors. Published by OUP. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1093/nar/gkz990The Protein Data Bank in Europe (PDBe), a founding member of the Worldwide Protein Data Bank (wwPDB), actively participates in the deposition, curation, validation, archiving and dissemination of macromolecular structure data. PDBe supports diverse research communities in their use of macromolecular structures by enriching the PDB data and by providing advanced tools and services for effective data access, visualization and analysis. This paper details the enrichment of data at PDBe, including mapping of RNA structures to Rfam, and identification of molecules that act as cofactors. PDBe has developed an advanced search facility with ∼100 data categories and sequence searches. New features have been included in the LiteMol viewer at PDBe, with updated visualization of carbohydrates and nucleic acids. Small molecules are now mapped more extensively to external databases and their visual representation has been enhanced. These advances help users to more easily find and interpret macromolecular structure data in order to solve scientific problems.The Protein Data Bank in Europe is supported by European Molecular Biology Laboratory-European Bioinformatics Institute; Wellcome Trust [104948]; Biotechnology and Biological Sciences Research Council [BB/N019172/1, BB/G022577/1, BB/J007471/1, BB/K016970/1, BB/K020013/1, BB/M013146/1, BB/M011674/1, BB/M020347/1, BB/M020428/1, BB/P024351/1]; European Union [284209]; ELIXIR and Open Targets. Funding for open access charge: EMB

Badania uczestniczące z rodzicami i lokalnymi społecznościami: przeciw rasizmowi i prywatyzowaniu edukacji

The author discusses her collaborative research with parents and communities against neoliberal education policies in Chicago. The paper summarizes several projects that challenge racism and educational privatization: using social science data to challenge public school closings, collaboration with a community organization to tell the story of the effects of school closings and disinvestment on African American students and schools from their own perspective, and research for a city-wide coalition for an elected school governance board. The author uses these projects to illustrate multiple forms of activist scholarship and some of their complexities and contradictions.Autorka omawia swe uczestniczące badania przeprowadzone wspólnie z rodzicami i działaczami z lokalnych społeczności podjęte w sprzeciwie wobec neoliberalnej polityki oświatowej wdrażanej w Chicago. Artykuł przedstawia pokrótce kilka projektów, których celem było przeciwstawienie się rasizmowi i prywatyzowaniu edukacji. Wśród nich poczesne miejsce zajmuje wykorzystywanie danych dostarczonych przez nauki społeczne do podważania zasadności zamykania szkół, współpraca z lokalną społecznością, aby uwypuklić jej własny ogląd skutków zamykania szkół oraz niedoinwestowania afro-amerykańskich uczniów i szkół, oraz badania dążące do zawiązania ogólnomiejskiej koalicji na rzecz ustanowienia wybieralnego zarządu szkolnictwa. Autorka odwołuje się do tych projektów, aby zilustrować różnorodność aktywistycznej nauki, także jej złożoności i wewnętrzne sprzeczności

Collaborative Research with Parents and Local Communities: Organizing Against Racism and Education Privatization

The author discusses her collaborative research with parents and communities against neoliberal education policies in Chicago. The paper summarizes several projects that challenge racism and educational privatization: using social science data to challenge public school closings, collaboration with a community organization to tell the story of the effects of school closings and disinvestment on African American students and schools from their own perspective, and research for a city-wide coalition for an elected school governance board. The author uses these projects to illustrate multiple forms of activist scholarship and some of their complexities and contradictions.</div

Contesting the City: Neoliberal Urbanism and the Cultural Politics of Education Reform in Chicago

This article examines the intertwining of neoliberal urbanism and education policy in Chicago. Drawing on critical studies in geography, urban sociology and anthropology, education policy, and critical analyses of race, the author argues that education is constitutive of material and ideological processes of neoliberal restructuring, its contestation, and the struggle for a new urban social imaginary. The paper focuses on neoliberalization of education as a social process. The data show that education policy is constitutive of racialized restructuring of urban space and managerial governance of the public sphere. While capital is a central actor, neoliberal policy also works its way into the discourses and practices of education through actions of marginalized and oppressed people working within constraints of the present situation. This suggests the need to address the (Gramscian) 'good sense' of neoliberal policy in a counter-hegemonic struggle for the city