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Using critical discourse analysis and cultural political economy, the study traces how a neoliberal “imaginary” aligns the city with a predictable future. It shows how discourse individualizes scholastic time, subordinating the present to an already-known distant outcome, and treats standardized testing as a temporal technology for predicting students’ future positions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/future-imaginaries-of-urban-school-reform/601693/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/future-imaginaries-of-urban-school-reform/601693.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What analytical approaches does the article use to study urban school reform futures?","Question",{"text":112,"@type":113},"It draws on analytic heuristics from critical discourse analysis and cultural political economy to examine temporal premises and embedded “futures” in reform proposals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe the role of the future in policy debate?",{"text":117,"@type":113},"It explains that depicting the future as inevitable—“awaiting” rather than something to create—shifts debate toward technical preparation rather than political choices about what future to pursue.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy practices does the article connect to temporal technologies?",{"text":121,"@type":113},"It positions standardized testing as a temporal technology used to predict children’s positions in the imagined future, while reframing inequalities as differences in groups’ orientations toward future types.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601693,1792191060,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 24 Number 2 January 4, 2016 ISSN 1068-2341 |  |\n\nFuture Imaginaries of Urban School Reform  \nJan Nespor  \nThe Ohio State University  \nUSA  \nCitation: Nespor, J. (2016). Future imaginaries of urban school reform. Education Policy Analysis  \nArchives, 24(2). [http://dx.doi.org/10.14507/epaa.v24.2179](http://dx.doi.org/10.14507/epaa.v24.2179)  \nAbstract: Drawing on analytic heuristics from critical discourse analysis and cultural political economy (Jessop, 2010; Wodak, 2002), this article examines the temporal premises and “futures”embedded in a report and reform proposal created in a mid-sized, American city, Columbus, Ohio, in 2013 . The product of a city-wide commission appointed in response to a school ‘cheating’scandal, the report is both a condensation of key premises and claims circulating through national education policy discourses, and an effort to fit those ideas to a particular urban locale. This fitting involves aligning the city with a particular neoliberal representation or “imaginary” of the future that pervades current education policy discourse and planning. The article unpacks the temporal premises associated with this imaginary and shows their influence on the city’s planning. Among other things, the discourse individuates scholastic time and subordinates the present to a distant future that is represented as an already-known or predictable state of affairs. It positions practices such as standardized testing as temporal technologies for predicting the child’s position in the imagined future, and reframes racially-and class-based inequalities as differences in the kinds of futures towards which groups are oriented. The effect is to overwrite political questions of what kind of future we might want to create with technical questions of how best to prepare for an inevitable future we can’t avoid.  \nKeywords: Time; policy discourse; neoliberalism; imaginaries; urban policy  \nImaginarios futuros de reformas escolares urbanas  \nResumen: Partiendo de la heurística analíticas de el análisis del discurso crítico y la economía político-cultural (Jessop, 2010; Wodak, 2002), este artículo examina las dimensiones temporales y \"futuros\" incorporados en un informe y propuesta de reforma creada en una ciudad estadounidense de tamaño medio, Columbus, Ohio, en 2013. El producto de una comisión con representantes de toda la ciudad y nombrado en respuesta a un escándalo de fraude escolar, elinforme es a la vez una condensación de las demandas que circulan a través de los discursos de política educativa nacional, y un esfuerzo para adaptar esas ideas a una localidad en particular. Esta adaptación implica la alineación de la ciudad con una representación neoliberal o\"imaginario\" del futuro que impregna el discurso actual de política educativa y planificación. El artículo de-construye las dimensiones temporales asociadas a ese imaginario y muestra su influencia en la planificación de la ciudad. Entre otras cosas, el discurso individualiza el tiempo escolar y subordina el presente para un futuro lejano que se representa como un estado deasuntos ya conocido o previsible. Posiciona prácticas tales como las pruebas estandarizadas como las tecnologías temporales para predecir la posición de los niños en el futuro imaginado, yreplantea las desigualdades raciales o de clase como las diferencias en los tipos de futuros hacialos que se orientan los grupos. El efecto es inscribir cuestiones políticas de qué tipo de futuros podríamos querer crear dentro de cuestiones técnicas como la mejor manera de prepararse para un futuro inevitable.  \nPalabras clave: Tiempo; discurso político; neoliberalismo; imaginarios; política urbana  \nFuturo imaginário de reforma da escola urbana  \nResumo: Com base na heurística analítica do análise de discurso crítico e economia políticacultural (Jessop, 2","cbCaik73pHhXa8VX","https://ap.wps.com/l/cbCaik73pHhXa8VX","pdf",714903,"English","# Abstract\n# Keywords\n# Future Imaginaries in Urban School Reform Discourse","[{\"question\":\"What analytical approaches does the article use to study urban school reform futures?\",\"answer\":\"It draws on analytic heuristics from critical discourse analysis and cultural political economy to examine temporal premises and embedded “futures” in reform proposals.\"},{\"question\":\"How does the article describe the role of the future in policy debate?\",\"answer\":\"It explains that depicting the future as inevitable—“awaiting” rather than something to create—shifts debate toward technical preparation rather than political choices about what future to pursue.\"},{\"question\":\"What policy practices does the article connect to temporal technologies?\",\"answer\":\"It positions standardized testing as a temporal technology used to predict children’s positions in the imagined future, while reframing inequalities as differences in groups’ orientations toward future types.\"}]","Future Imaginaries of Urban School Reform | PDF",1792093254,76]