LEADER 04130nam 2200709 a 450 001 9910454004503321 005 20200520144314.0 010 $a0-8147-0776-9 010 $a0-8147-8320-1 010 $a1-4416-1569-5 024 7 $a10.18574/9780814707760 035 $a(CKB)1000000000786048 035 $a(EBL)865320 035 $a(OCoLC)779828044 035 $a(SSID)ssj0000216833 035 $a(PQKBManifestationID)11191079 035 $a(PQKBTitleCode)TC0000216833 035 $a(PQKBWorkID)10201970 035 $a(PQKB)11605636 035 $a(MiAaPQ)EBC865320 035 $a(OCoLC)429904707 035 $a(MdBmJHUP)muse10941 035 $a(DE-B1597)548480 035 $a(DE-B1597)9780814707760 035 $a(Au-PeEL)EBL865320 035 $a(CaPaEBR)ebr10313201 035 $a(OCoLC)647825408 035 $a(EXLCZ)991000000000786048 100 $a20081202d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aOur schools suck$b[electronic resource] $estudents talk back to a segregated nation on the failures of urban education /$fGaston Alonso ... [et al.] 210 $aNew York $cNew York University Press$dc2009 215 $a1 online resource (300 p.) 300 $aDescription based upon print version of record. 311 $a0-8147-8308-2 311 $a0-8147-8307-4 320 $aIncludes bibliographical references (p. 233-274) and index. 327 $aCulture trap: talking about young people of color and their education -- "I hate it when people treat me like a fxxx-up": phony theories, segregated schools, and the culture of aspiration among African American and Latino teenagers -- "They ain't hiring kids from my neighborhood": young men of color negotiating public schools and poor work options in New York City -- "Where youth have an actual voice": teenagers as empowered stakeholders in school reform. 330 $aShares the voices of students speaking out against the failures of urban education"Our schools suck." This is how many young people of color call attention to the kind of public education they are receiving. In cities across the nation, many students are trapped in under-funded, mismanaged and unsafe schools. Yet, a number of scholars and of public figures have shifted attention away from the persistence of school segregation to lambaste the values of young people themselves. Our Schools Suck forcefully challenges this assertion by giving voice to the compelling stories of African American and Latino students who attend under-resourced inner-city schools, where guidance counselors and AP classes are limited and security guards and metal detectors are plentiful?and grow disheartened by a public conversation that continually casts them as the problem with urban schools.By showing that young people are deeply committed to education but often critical of the kind of education they are receiving, this book highlights the dishonesty of public claims that they do not value education. Ultimately, these powerful student voices remind us of the ways we have shirked our public responsibility to create excellent schools. True school reform requires no less than a new civil rights movement, where adults join with young people to ensure an equal education for each and every student. 606 $aEducation, Urban$zUnited States 606 $aDe facto school segregation$zUnited States 606 $aMinority teenagers$xEducation$zUnited States 606 $aMinority teenagers$zUnited States$xAttitudes 608 $aElectronic books. 615 0$aEducation, Urban 615 0$aDe facto school segregation 615 0$aMinority teenagers$xEducation 615 0$aMinority teenagers$xAttitudes. 676 $a370.9173/20973 700 $aTheoharis$b Jeanne, $4aut$4http://id.loc.gov/vocabulary/relators/aut$01037773 701 $aAlonso$b Gaston$01037774 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454004503321 996 $aOur schools suck$92458939 997 $aUNINA LEADER 02434nam 2200589Ia 450 001 9910808085003321 005 20240430201329.0 010 $a1-281-29527-2 010 $a9786611295271 010 $a1-84714-386-5 035 $a(CKB)1000000000406973 035 $a(EBL)436294 035 $a(OCoLC)290598080 035 $a(SSID)ssj0000267818 035 $a(PQKBManifestationID)11246449 035 $a(PQKBTitleCode)TC0000267818 035 $a(PQKBWorkID)10227135 035 $a(PQKB)10108465 035 $a(MiAaPQ)EBC436294 035 $a(Au-PeEL)EBL436294 035 $a(CaPaEBR)ebr10224799 035 $a(CaONFJC)MIL129527 035 $a(OCoLC)893334069 035 $a(EXLCZ)991000000000406973 100 $a20060526d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aVirtue ethics $eDewey and MacIntyre /$fStephen D. Carden 205 $a1st ed. 210 $aLondon ;$aNew York $cContinuum$dc2006 215 $a1 online resource (158 p.) 225 1 $aContinuum studies in American philosophy 300 $aDescription based upon print version of record. 311 $a0-8264-8900-1 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgements; Introduction; 1 Rediscovery of the virtues; 2 Reconstruction of ethics; 3 Origins of the virtues; 4 Human flourishing; 5 The ethical life; Conclusion; Bibliography; Index 330 $aModern ethical theory has experienced a resurgence of interest in the virtues. Long relegated to the ancient and medieval past, virtue theory is now considered by many to be a viable alternative to the otherwise dominant Kantian and Utilitarian ethical theories. Alasdair MacIntyre is a central figure in this movement, whose work forms an expanding yet consistent and influential project to address fundamental issues in ethical theory and American culture. However, many of his ideas were anticipated by John Dewey, who also has a great deal to say about the virtues in a moral life. This book offe 410 0$aContinuum studies in American philosophy. 606 $aVirtue 615 0$aVirtue. 676 $a179.9 700 $aCarden$b Stephen D$01658810 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808085003321 996 $aVirtue ethics$94013075 997 $aUNINA