| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910808778203321 |
|
|
Titolo |
The resegregation of schools : education and race in the twenty-first century / / edited by Jamel K. Donnor and Adrienne D. Dixson |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York, NY : , : Routledge, Taylor & Francis Group, , 2013 |
|
|
|
|
|
|
|
ISBN |
|
1-134-07098-5 |
1-134-07091-8 |
0-203-52222-2 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (451 p.) |
|
|
|
|
|
|
Collana |
|
Routledge Research in Education ; ; 95 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Critical pedagogy |
Racism in education |
Discrimination in education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references at the end of each chapters and index. |
|
|
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of Figures; List of Tables; Foreword; You can't Always Get What You Want: Understanding School Desegregation in the 21st Century; Back to the Future; What CRT can Tell us about School Desegregation; Is School Desegregation the Only Choice?; Notes; References; Court Cases Cited:; Introduction; 1. The Same but Different: "Post-Racial" Inequality in American Public Education; Laying the Foundation: Early Inequity in American Education; Raising the Wall: "Separate but Equal" Becomes the Law of the Land |
The Great Wall Falls: Brown v. Board of EducationRemoving the Rubble: The Voluntary "Mistakes" of Seattle and Louisville; Less than a Wall but more than a Fence: Residence is the "New" Proxy for Race; If at First You don't Succeed, Just Ask the Chief Justice for Help: Euclid's Resurrection; The Grass is Greener on the Other Side: Euclid's Manifestation in San Antonio v. Rodriguez (1973); A Nation at Risk: The Property Line Problem; Where do We Go from here?: The Future of America and its Public Education System; Notes; References |
2. From Segregated, to Integrated, to Narrowed Knowledge: Curriculum Revision for African Americans, From Pre-Brown to the |
|
|
|
|
|
|
|
|
|
|
|
PresentCurriculum, Segregated Knowledge, and the New Negro; Multicultural and Integrated Knowledge; Narrowed Knowledge Era; Discussion; Conclusion; Notes; References; 3. The Power of Counterstories: The Complexity of Black Male Experiences in Pursuit of Academic Success; Introduction; State of Affairs for Black Males; Critical Race Theory and Black Males; Black Male Voice and Experience in Schools: Some Key Studies; How Black Males See Schools: Privileging their Stories |
Design Principles for CounterstoriesFinal Thoughts; References; 4. Closing the Schoolhouse Doors: State Efforts to Limit K-12 Education for Unauthorized Migrant School Children; Introduction; Unauthorized Migration: Historically and Today; Unauthorized Migrants' Legal Right to K-12 Education; Schools and the Creation of Committed Democrats; The Power of Anti-Democratic Experiences; Unauthorized Migrants as Committed Democrats; References; 5. (In)capable and (Un)deserving: A Critical Race Media and Policy Analysis of Educational and Immigration Policies; Purpose of Our Chapter |
Foundations of Critical Race Theory in Media, Policy, and EducationAn Historical Overview: Segregation Coupled with Policies for the (In)Capable; Methodology and Methods; Findings & Implications: Framing Voices in the Political and Media Discourse; Conclusion; Notes; References; 6. Prison Schooling: Segregation, Post-Racialism, and the Criminalization of Black and Brown Youth; Introduction; "The Race Card": Critical Race Theory; Context and Data; Methodology; The Post-Racial State as Parent; Post-Racialized Black Families: Moynihan Resurrected |
Post-Racial Eugenics: The Criminal Genome Project |
|
|
|
|
|
|
Sommario/riassunto |
|
Access to a quality education remains the primary mechanism for improving one's life chances in the United States, and for children of color, a "good education" is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a "post-racial" epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education qua |
|
|
|
|
|
|
|
| |