DescriptionThis 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.