LEADER 01369nam a2200265 i 4500 001 991002235929707536 008 070314s2000 a s a 101 0 fre c 020 $a271161445X 035 $ab13496438-39ule_inst 040 $aDip.to Filologia Class. e Scienze Filosofiche$bita 110 2 $aInstitut des Traditions Textuelles $0625295 245 13$aLe commentaire entre tradition et innovation :$bactes du Colloque International de l'Institut des Traditions Textuelles,(Paris et Villejuif, 22-25 septembre 1999) /$cpubliés sous la direction de Marie-Odile Goulet-Cazé, avec la collaboration éditoriale de Tiziano Dorandi...[et al.] 260 $aParís :$bLibrairie Philosophique J. Vrin,$c2000 300 $a583 p. :$b12 p. di tav. :$bill. ;$c24 cm 440 0$aBibliothèque d'Histoire de la Philosophie.$pNouvelle Série 650 04$aHermenéutica 650 04$aLetteratura antica$xStoria$xCongressi 650 04$aLetteratura medievale$xStoria$xCongressi 700 1 $aGoulet-Cazé, Marie-Odile 907 $a.b13496438$b02-04-14$c14-03-07 912 $a991002235929707536 945 $aLE007 800 INS 01.01$g1$i2007000118634$lle007$nLE007 2007 Giannini$op$pE47.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i14479278$z06-06-07 996 $aCommentaire entre tradition et innovation$91096802 997 $aUNISALENTO 998 $ale007$b14-03-07$cm$da $e-$ffre$gfr $h3$i0 LEADER 04221nam 2200385 450 001 9910681901403321 005 20230529202147.0 010 $a0-472-90398-5 035 $a(CKB)5580000000521551 035 $a(NjHacI)995580000000521551 035 $a(EXLCZ)995580000000521551 100 $a20230529d2023 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe enduring legacy $estructured inequality in America's public schools /$fMark Ryan 210 1$aAnn Arbor, Michigan :$cUniversity of Michigan Press,$d2023. 215 $a1 online resource (xv, 161 pages) 327 $aA struggle between forces -- An ambiguous philosophical root -- Growing democratic values -- The evolution from common school to public school -- American exceptionalism -- What is the profession of a woman? -- A plan for inclusion -- The Committee of Ten and The cardinal principles -- A particular solution for a specific problem -- Social Darwinism as justification -- White superiority via pseudo empiricism -- Assimilation via Americanism in the classroom -- Personification of duality : Cubberley's life and legacy -- Cubberley's hierarchy -- Structured inequality via perceived ability grouping -- Tracking and segregation endure -- The cycle of segregation, desegregation, and resegregation -- Structured inequality : from political strategy to pedagogical practice -- Courts and the persistence of structured inequality -- The court and "race neutral" diversity -- The Southern strategy -- LBJ : integrate and get funding or stay segregated and get nothing -- Political ambiguity on integration -- Nixon's rise bolstered by the Southern strategy -- Nixon's ambiguity on integration and the courts -- Ford continues Nixonian states' rights policies -- Jimmy Carter, a son of the South, disrupts the Southern strategy -- Reagan nullifies LBJ'S integration legacy via the Southern strategy -- Reagan reverses policies against race discrimination -- Reagan : busing to desegregate : waste of time and public money -- George Herbert Walker Bush and an evolving Southern strategy -- Southern ticket of Clinton and Gore wins as resegregation persists -- Bill Clinton's recognition of resegregation in the 1990s -- George W. Bush follows Reagan's policies as racial isolation builds -- Obama defeats Southern strategy even as school resegregation increases -- Trump triumphant and the spread of the Southern strategy -- From LBJ to Trump : segregation to desegregation to resegregation -- Desegregation of public schools in the twenty-first century -- The pedagogic case for racial integration -- The cognitive benefits of a diverse learning environment -- Affective benefits of a diverse learning environment -- Paradox of segregation and the negligence of scholars -- Solution sets to desegregation in the 2020s -- Vital role of schools and colleges of education -- Gender as a marker of difference -- Culturally relevant teaching and learning -- Dual paradigm of onsite and online -- Hybrid model plus service learning -- Final thoughts. 330 $a"The book outlines the historical, political and pedagogical reality of growing segregation and racial isolation in America's 21st century public schools. It explores the dialectic between the philosophies of inclusion and exclusion, examining an underlying contradiction: public education that continually postures to be ever more inclusive while simultaneously perpetuating an exclusive system through systematized discrimination to maintain inequality. The book concludes that undoing re-segregation is imperative to achieve social justice and a better education for all children"-- Provided by publisher. 517 $aEnduring Legacy 606 $aDiscrimination in education$xHistory$zUnited States 606 $aSegregation in education$zUnited States 615 0$aDiscrimination in education$xHistory 615 0$aSegregation in education 676 $a379.2630973 700 $aRyan$b Mark$0750712 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910681901403321 996 $aThe enduring legacy$93373441 997 $aUNINA