REUNNING HEAD: Better for Whom? BETTER FOR WHOM? PRESENT AND PROSPECTIVE CAMDEN RESIDENT PERSPECTIVES’ ON STATE-MANDATED RENAISSANCE CHARTER SCHOOLS AND RECENT CAMDEN DEVELOPMENT BY KEITH E. BENSON A dissertation submitted to the Graduate School of Education Rutgers, the State University of New Jersey in the partial fulfillment of the requirements for the degree of Doctor of Education Graduate Program in Education, Culture, and Society written under the direction _________________________ Dr. Beth Rubin, Chair _________________________ Dr. Brandi Blessett _________________________ Dr. Catherine Lugg October 2016 New Brunswick, New Jersey Better for Whom? © 2016 Keith E. Benson ALL RIGHTS RESERVED i Better for Whom? BETTER FOR WHOM? PRESENT AND PROSPECTIVE CAMDEN RESIDENT PERSPECTIVES’ ON STATE-MANDATED RENAISSANCE CHARTER SCHOOLS AND RECENT CAMDEN DEVELOPMENT Keith E. Benson ABSTRACT This qualitative study explores the interpretations and perceptions of the Camden community – a community that is predominately minority, historically impoverished, and rapidly employing neoliberal strategies in public education (charter schools, school closure) and urban redevelopment. Using the framework of standpoint theory (Barnett, 2009; Creedon, 2007; Collins, 1990) as a lens to alternatively view change and “progress” in Camden. This study included the views of Camden residents who hold socio-political capital; yet, are profoundly impacted by the city’s employ of neoliberalism within both education and urban development. The author will highlight current and future resident viewpoints’ on living in a city whose leadership employs neoliberal tactics in redevelopment and, simultaneously, rebranding (Davis & Oakley, 2013) public education. Participants reported feelings of political alienation pertaining to participation in redevelopment and public education decision-making. They also believed such contemporary efforts in Camden are intended to benefit a different population than the low-income minorities who currently live there. ii Better for Whom? ACKNOWLEDGEMENTS As I reflect on my path that has led me to this point in my education career, it is supremely important that I acknowledge all who have helped guide me to this point and supported me throughout various stages of my education and in my life generally. I first will thank the Lord for carrying me through all the doubts and second- guessing, that I could ever achieve such success through my education. Unfortunately, my schooling experiences largely left me discouraged about even pursuing, and certainly succeeding in graduate school. The thought was unattainable at times, but through the strength of God I have succeeded in every challenge. Therefore arriving at this moment is surely a blessing, and in that I am grateful. “Oh give thanks to the Lord, call upon his name; make known his deeds among the peoples!” – Psalms 105:1 Secondly, I must thank my best friend, and my wife, JEANETTE; and my beautiful daughter NADINE. Simply put, this does not happen without your continuous support, unconditional love and sacrifice. I am so appreciative and blessed to have you both in my corner. Thirdly, I have to thank my PARENTS, TERRI, my mother, and KEITH, my father. You both have sacrificed so much to give me opportunities to make the most out of my life. Mom, your resilience, faith and patience have been teaching tools to me in more ways than you possibly know. You are a strong woman and always have been, and know that I truly appreciate everything you have done for me. Dad, you instilled in me ii REUNNING HEAD: Better for Whom? the desire to prevail in everything I set out to do. You exposed me to Afro-centrism, and to be proud to be a Black man. (Although for a long time, I wasn’t trying to hear it.) Lastly, you taught me to be a fighter and know that I appreciate everything you have done for me. The next person I would like to thank is my sister, NIKKI, for your words of encouragement throughout this process. You saying, “you can do it” and “I’m proud of you”, meant more to me than you may realize. I know you’re focusing on raising your little ones, BREE and the LIL’ DUDE (both of whom I love very much despite my distance), but don’t forget to go after your dreams!! I also want to thank my longtime homie, BRIAN, ESQ. I never said this to anyone, but YOU are the person that put graduate school in my head as a possibility. After rolling together since our sophomore year at Moorestown Friends School, I first heard you articulate that you planned to go to law school in our junior year at Rutgers. At that point was the FIRST time I realized that graduate school wasn’t only for the other students we went to school with, but we could do it too! Next, I have to thank all the supportive and distinguished professors I’ve had over the years. DR. BETH RUBIN, you were always supportive and encouraging to me since I started grad school here in 2006 and I will always appreciate you adding my name to the research article, It’s the worst place to live: Urban youth and the challenge of school- based civic learning (2009), getting me a publishing history and taking me to AERA in NYC in 2008. DR. CATHERINE LUGG, thank you for responding to my endless emails and questions with quality feedback and criticisms. The one-on-one meetings and iv REUNNING HEAD: Better for Whom? conversations we had truly helped my confidence in believing that I can do academic research and that my research topic was something to pursue. DR. BRANDI BLESSETT, I am so appreciative for your guidance, suggestions, and perspective. Your class helped me frame my study and expose me to policy and urban development readings I would have NEVER come across without it. DR. STEPHEN DANLEY, I must thank you for including me in the many opportunities you’ve exposed me to over the years. The opportunities to speak, write, and tell Camden’s story is something I truly appreciate. DR. DORIS SANTORO at Bowdoin College, thank you for giving so freely of your time, knowledge, and the opportunities you selflessly send my way. Seventhly, I must thank my cohort or ball players at CHERRY HILL LA FITNESS. Showing up and seeing the same faces, balling against the same people, or going to other gyms and beating other teams, has been truly therapeutic for me. I appreciate the fellowship and brotherhood that we’ve developed over the years, and for me, is not a small thing. Now, I would be remiss not to thank my students I’ve taught in Camden over the past 12 years. Y’all have been like family to me. Seeing you all everyday come to school and share your lives with me is something I will always cherish. I hope I express to you that despite all the obstacles in your lives, so much is possible if you simply stick to your goals and surround yourself with people who want you to succeed as bad as you want to. I love you all. Last but not least, I have to thank the PEOPLE of CAMDEN for being so generous with their time and energy to help this study become actualized. I am indebted to you and this city. CAMDEN, where my family and I live, where my parents and v extended family all grew up; it produced my wife, is where my daughter is educated, and is so much more decent that the world knows. My respect and appreciation for the city is with the people here who tirelessly give support to one another in need and volunteer their time and resources to improve the life of their community. You are beautiful people, and I have so much respect for y’all. THANK YOU to EVERYONE including especially my grandparents, extended family, and “Jay”. You all have helped me get to this point, and hopefully, this is not the end, but the continuing of searching out new challenges and endeavors for us all! vi Better for Whom? Table of Contents COPYRIGHT PAGE……………………………………………………………………i ABSTRACT…………………………………………………………………………….ii ACKNOWLEDGEMENTS…………………………………………………………….iii CHAPTER 1: INTRODUCTION AND THEORETICAL FRAMEWORK……....…...1 PROBLEM STATEMENT………………………………………………………………………………………..……..1 RESEARCH QUESTIONS…………...……………...………………………………………………………....….....4 SIGNIFICANCE OF STUDY…………………………………………………………………………………......…...5 THEORETICAL FRAMEWORK……………………………………………….…………………………..………….8 CHAPTER 2: LITERATURE REVIEW………………………………………………11 POST-INDUSTRIAL URBAN ECOLOGY………………………..………………………..………..…….….…11 PUBLIC EDUCATION IN LOW-INCOME URBAN AMERICA…….....................…..………..…..20 URBAN SCHOOL REFORM AGENDA………………….....…………………….……….……..……..……..23 URBAN SCHOOL REFORM AND URBAN PLACE-MAKING………………..………………..….…….31 NEOLIBERALISM IN URBAN REDEVELOPMENT………………………………………………..….…….35 NEOLIBERAL URBAN PLANNING…………………………………………………………..………37 URBAN SCHOOL CHOICE………………………………………………………………………………….…...…43 CHAPTER 3: THE CAMDEN CONTEXT……………………………………….…..47 CONTEMPORARY REVITALIZATION IN CAMDEN……………………………………………….,...…..47 CAMDEN PUBLIC SAFETY………………………………………………………………………………………...50 REDEVELOPMENT EFFORTS IN CAMDEN…………………………………………………………….…...55 EDUCATION AND THE EMERGENCE OF RENNAISSANCE SCHOOLS IN CAMDEN…....…60 GEORGE NORCROSS III AND THE NJ URBAN HOPE ACT OF 2012……………………….….….65 CHAPTER 4: RESEARCH METHODOLOGY……………………………….….…..71 WORKING DEFINITIONS……………………………………………………………………………….….…...….71 PURPOSE……………………………………………………………………………………………………….……......71 RESEARCH DESIGN……………………………………………………………………………………………......…72 PARTICIPANTS……………………………………………………………………………………………..……..…...73 CAMDEN COUNTY COUNCIL OF ECONOMIC OPPORTUNITY, INC………….….....74 UNITED NEIGHBORS OF WHITMAN PARK………………………………………..…………..74 RESPOND, INC…………………………………………………………………………………..…….…..75