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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.

For nine days in September, Chicago belonged to the teachers, school paraprofessionals, and clinicians. On Sep 10, 2012, 26,000 members of the Chicago Teachers Union (CTU) went on strike. It was the first teachers' strike in Chicago in twenty-five years. In this essay, the authors begin by locating the significance of the strike in relation to the neoliberal assault on public education and the state's attempt to use the economic crisis further to attack the public sector and public-sector unions. Chicago, a birthplace of neoliberal restructuring of public education in the US, is now a center of the push back against it. A critical factor is the transformation of the CTU. The article examines the interrelationship of community education struggles and the emergence of the CTU as a social movement union. The authors conclude with possibilities for a counterhegemonic education movement in Chicago. Adapted from the source document.

Encouraging neighbourhood social mix has been a major goal of urban policy and planning in a number of different countries. This book draws together a range of case studies by international experts to assess the impacts of social mix policies and the degree to which they might represent gentrification by stealth. The contributions consider the range of social mix initiatives in different countries across the globe and their relationship to wider social, economic and urban change. The book combines understandings of social mix from the perspectives of researchers, policy makers and planners and the residents of the communities themselves. Mixed Communities also draws out more general lessons from these international comparisons - theoretically, empirically and for urban policy. It will be highly relevant for urban researchers and students, policy makers and practitioners alike