LEADER 04815nam 2200757Ia 450 001 9910172211203321 005 20200520144314.0 010 $a1-282-08716-9 010 $a1-282-93532-1 010 $a9786612935329 010 $a9786612087165 010 $a1-4008-2545-8 024 7 $a10.1515/9781400825455 035 $a(CKB)1000000000773386 035 $a(EBL)445447 035 $a(OCoLC)521239598 035 $a(SSID)ssj0000336184 035 $a(PQKBManifestationID)11248689 035 $a(PQKBTitleCode)TC0000336184 035 $a(PQKBWorkID)10281720 035 $a(PQKB)11217857 035 $a(MdBmJHUP)muse36361 035 $a(DE-B1597)446458 035 $a(OCoLC)979725548 035 $a(OCoLC)984641770 035 $a(DE-B1597)9781400825455 035 $a(Au-PeEL)EBL445447 035 $a(CaPaEBR)ebr10284142 035 $a(CaONFJC)MIL293532 035 $a(MiAaPQ)EBC445447 035 $a(EXLCZ)991000000000773386 100 $a20011113d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aContentious curricula $eafrocentrism and creationism in American public schools /$fAmy J. Binder 205 $aCourse Book 210 $aPrinceton, NJ $cPrinceton University Press$dc2002 215 $a1 online resource (319 p.) 225 1 $aPrinceton studies in cultural sociology 300 $aDescription based upon print version of record. 311 $a0-691-09180-3 311 $a0-691-11790-X 320 $aIncludes bibliographical references (p. [285]-295) and index. 327 $tFront matter --$tContents --$tPreface --$tOne. Introduction to Afrocentrism and Creationism, Challengers to Educational "Injustice" --$tTwo. The Challengers --$tThree. History of the Three Afrocentric Cases: Atlanta, Washington, D.C., and New York State --$tFour. Cultural, Political, and Organizational Factors Influencing Afrocentric Outcomes --$tFive. History of the Four Creationist Cases: Louisiana State, California State, Vista, California, and Kansas State --$tSix. Cultural, Political, and Organizational Factors Influencing Creationist Outcomes --$tSeven. Making More Institutional the Study of Challenge --$tAppendix --$tNotes --$tReferences --$tIndex 330 $aThis book compares two challenges made to American public school curricula in the 1980's and 1990's. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert. 410 0$aPrinceton studies in cultural sociology. 606 $aCurriculum change$zUnited States 606 $aSocial movements$zUnited States 606 $aAfrocentrism$xStudy and teaching$zUnited States 606 $aCreationism$xStudy and teaching$zUnited States 615 0$aCurriculum change 615 0$aSocial movements 615 0$aAfrocentrism$xStudy and teaching 615 0$aCreationism$xStudy and teaching 676 $a375.0010973 700 $aBinder$b Amy J.$f1964-$0992210 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910172211203321 996 $aContentious curricula$92271393 997 $aUNINA