LEADER 03360nam 2200505I 450 001 9910377436703321 005 20190816022323.0 010 $a0-472-12620-2 024 7 $a10.3998/mpub.10131793 035 $a(CKB)4100000010135428 035 $a(MiU)10.3998/mpub.10131793 035 $a(MiAaPQ)EBC6033267 035 $a(MiAaPQ)EBC6533804 035 $a(Au-PeEL)EBL6533804 035 $a(OCoLC)1112365007 035 $a(MdBmJHUP)muse83394 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/27835 035 $a(EXLCZ)994100000010135428 100 $a20190816h20202020 uy 0 101 0 $aeng 135 $aurunu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aState of empowerment $elow-Income families and the new welfare state /$fCarolyn Barnes 210 1$aAnn Arbor, Michigan :$cUniversity of Michigan Press,$d2020. 210 4$dİ2020 215 $a1 online resource (161 pages) 311 $a0-472-13164-8 320 $aIncludes bibliographical references (pages 153-161). 327 $aA New Kind of Safety Net -- Empowering Program Design -- Empowering Relationships -- Organizational Identities and Community Contexts -- Policy, Organizations, Places, and Participation among the Poor -- From Alienated to Empowered. 330 3 $aOn weekday afternoons, dismissal bells ring at thousands of schools across the country. These bells signal not just the end of the school day but also the beginning of another important enriching activity: federally funded after-school programs offering tutoring, homework help, and basic supervision. After-school care reflects major shifts in social policy towards social services that support youth development and help low-income parents maintain employment. The scope of after-school programs has grown significantly in the last two decades-- nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students' math and reading skills, these programs also teach important lessons to parents. In a remarkable turn of events--especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated--government funded after-school programs have quietly become powerful forces for political and civic engagement. Using ethnographic accounts of three organizations, Carolyn Barnes reveals how interactions with government funded after-school programs can enhance the civic and political lives of low-income citizens. Reversing the "gatekeeping" design of most programs targeting low-income citizens, after-school policy shifts power away from organizations and bureaucrats and puts it back into the hands of parents. After-school policy design rewards the inclusion of low-income parents--in program participation and decision-making--and elevates their status to parent-citizens. 606 $aPublic welfare$zUnited States 606 $aWelfare state$zUnited States 615 0$aPublic welfare 615 0$aWelfare state 676 $a371.04 700 $aBarnes$b Carolyn$f1987-$0993511 712 02$aMichigan Publishing (University of Michigan), 801 0$bEYM 801 1$bEYM 906 $aBOOK 912 $a9910377436703321 996 $aState of empowerment$92274920 997 $aUNINA