04143nam 2200937Ia 450 991078063910332120230721023658.01-282-36075-297866123607560-520-94248-510.1525/9780520942486(CKB)2430000000010971(EBL)837248(OCoLC)773564978(SSID)ssj0000290284(PQKBManifestationID)11214639(PQKBTitleCode)TC0000290284(PQKBWorkID)10404225(PQKB)11403801(MiAaPQ)EBC837248(OCoLC)667013808(MdBmJHUP)muse30980(DE-B1597)520329(DE-B1597)9780520942486(Au-PeEL)EBL837248(CaPaEBR)ebr10675746(CaONFJC)MIL236075(EXLCZ)99243000000001097120080619d2009 ub 0engurcn|||||||||txtccrBoth sides now[electronic resource] the story of school desegregation's graduates /Amy Stuart Wells ... [et al.]Berkeley University of California Pressc20091 online resource (369 p.)"George Gund Foundation imprint in African American studies"--P. [ii].0-520-25678-6 0-520-25677-8 Includes bibliographical references (p. 321-337) and index.Front matter --Contents --Foreword --Acknowledgments --1. The Class of 1980 --2. Six Desegregated High Schools --3. Racially Mixed Schools in a Separate and Unequal Society --4. We're All the Same - Aren't We? --5. Close Together but Still Apart: Friendships across Race Only Went So Far --6. Why It Was Worth It --7. More Diverse Than My Current Life --8. But That Was a Different Time --9. The Souls of Desegregated Folk --Notes --IndexThis is the untold story of a generation that experienced one of the most extraordinary chapters in our nation's history-school desegregation. Many have attempted to define desegregation, which peaked in the late 1970's, as either a success or a failure; surprisingly few have examined the experiences of the students who lived though it. Featuring the voices of blacks, whites, and Latinos who graduated in 1980 from racially diverse schools, Both Sides Now offers a powerful firsthand account of how desegregation affected students-during high school and later in life. Their stories, set in a rich social and historical context, underscore the manifold benefits of school desegregation while providing an essential perspective on the current backlash against it.School integrationUnited StatesCase studiesMinority high school studentsUnited StatesCase studies20th century american education.20th century american history.american culture.american education system.american history.american politics.bonds.education.friendships.government and governing.high school students.historical.politics.race in america.racial segregation.racially diverse schools.school desegregation.school setting.segregation.separate but equal.students and schools.students and teachers.united states of america.School integrationMinority high school students379.2/630973DO 9002rvkWells Amy, authttp://id.loc.gov/vocabulary/relators/aut1504316Wells Amy Stuart1961-1504317MiAaPQMiAaPQMiAaPQBOOK9910780639103321Both sides now3733258UNINA03687nam 2200649 450 991079368140332120230412145150.01-5036-0960-X10.1515/9781503609600(CKB)4100000008340385(MiAaPQ)EBC5783095(DE-B1597)563877(DE-B1597)9781503609600(OCoLC)1198931886(EXLCZ)99410000000834038520190610d2019 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierThe implicated subject beyond victims and perpetrators /Michael RothbergStanford, California :Stanford University Press,2019©20191 online resource (xx, 268 pages)Cultural memory in the present0-8047-9411-1 For IDS Capstone Course for 2022-2023Includes bibliographical references and index.Front matter --Contents --Illustrations --Acknowledgments --Introduction. From Victims and Perpetrators to Implicated Subjects --1. The Transmission Belt of Domination --2. On (Not) Being a Descendant --Part II. Complex Implication --3. Progress, Progression, Procession --4. From Gaza to Warsaw --5. Under the Sign of Suitcases --6. “Germany Is in Kurdistan” --Conclusion. Transfiguring Implication --Notes --IndexWhen it comes to historical violence and contemporary inequality, none of us are completely innocent. We may not be direct agents of harm, but we may still contribute to, inhabit, or benefit from regimes of domination that we neither set up nor control. Arguing that the familiar categories of victim, perpetrator, and bystander do not adequately account for our connection to injustices past and present, Michael Rothberg offers a new theory of political responsibility through the figure of the implicated subject. The Implicated Subject builds on the comparative, transnational framework of Rothberg's influential work on memory to engage in reflection and analysis of cultural texts, archives, and activist movements from such contested zones as transitional South Africa, contemporary Israel/Palestine, post-Holocaust Europe, and a transatlantic realm marked by the afterlives of slavery. As these diverse sites of inquiry indicate, the processes and histories illuminated by implicated subjectivity are legion in our interconnected world. An array of globally prominent artists, writers, and thinkers—from William Kentridge, Hito Steyerl, and Jamaica Kincaid, to Hannah Arendt, Primo Levi, Judith Butler, and the Combahee River Collective—speak to this interconnection and show how confronting our own implication in difficult histories can lead to new forms of internationalism and long-distance solidarity.Cultural memory in the present.ResponsibilityAgent (Philosophy)Collective memoryHolocaust.bystander.complicity.internationalism.memory.perpetrator.responsibility.solidarity.victim.violence.Responsibility.Agent (Philosophy)Collective memory.303.6Rothberg Michael512132MiAaPQMiAaPQMiAaPQBOOK9910793681403321The implicated subject3851351UNINA