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

By Brooke Johnson

Taking army constitution faculties as her topic, and drawing on years of analysis at one tuition particularly, Brooke Johnson explores the underpinings of a tradition in response to militarization and neoliberal academic reforms and probes its results on person identification and social interactions on the school.

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

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Thus, neoliberalism is at its very core antidemocratic. To guard against rule by the majority, “the neoliberals have to put strong limits on democratic governance, relying instead upon undemocratic and unaccountable institutions (such as the Federal Reserve of the IMF) to make key decisions” (Harvey 2005, 69). Thus, there is an inherent contradiction within neoliberalism. On the one hand, the state should put institutions and practices in place to ensure free enterprise, but contradictorily, the neoliberal state should not use its power beyond this scope to limit such things as democratic governance.

It was during the third year that I truly felt that I was part of the school as I shared gossip with the school secretary and aide, blew up balloons, ate doughnuts with parents, listened to students’ worries, and offered advice in the cluttered supply room. 5 Both observation and participant observation occurred in a variety of settings, including daily school life, fieldtrips, INTRODUCTION 29 military drill competitions, sporting events, and after school events such as Parent Day and the end-of-the-year Military Ball.

I did this through additional participant observation, but also through conversations with students, parents, teachers, and staff, as well as formal, semistructured interviews. Formal interviews were conducted, for the most part, at the school, but I did on several occasions meet staff or parents off-campus, at home or at a local coffee shop. Formal interviews were on a one-on-one basis, and only twice did I allow students to be interviewed in pairs or groups. In total, I conducted 16 oneon-one formal interviews and two paired or group formal interviews with students over the course of my research.

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