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Author: Joan Malczewski
Publisher: University of Chicago Press
ISBN: 022639462X
Category : Education
Languages : en
Pages : 347
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Book Description
Joan Malczewski investigates the relationship in postwar America between northern philanthropies and southern states, exploring how education reform did or did not come about and, by extension, how state and local systems developed in response. Highly attuned to foundations limitations in this time, Malczewski focuses on the ways that the state as an actor enabled or inhibited different foundation initiatives. She zeroes in on Mississippi and North Carolina, which had different objectives and thus had distinct relationships with northern foundations. These state responses illuminate the interrelationships among institutions with varying capacities to set agendas, or to effect or resist change."
Author: Joan Malczewski
Publisher: University of Chicago Press
ISBN: 022639462X
Category : Education
Languages : en
Pages : 347
Get Book Here
Book Description
Joan Malczewski investigates the relationship in postwar America between northern philanthropies and southern states, exploring how education reform did or did not come about and, by extension, how state and local systems developed in response. Highly attuned to foundations limitations in this time, Malczewski focuses on the ways that the state as an actor enabled or inhibited different foundation initiatives. She zeroes in on Mississippi and North Carolina, which had different objectives and thus had distinct relationships with northern foundations. These state responses illuminate the interrelationships among institutions with varying capacities to set agendas, or to effect or resist change."
Author: Tracy L. Steffes
Publisher: University of Chicago Press
ISBN: 022643530X
Category : Education
Languages : en
Pages : 297
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Book Description
“Democracy has to be born anew every generation, and education is its midwife,” wrote John Dewey in his classic work The School and Society. In School, Society, and State, Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education—and in the lives—of American families. In School, Society, and State, Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.
Author: Elizabeth Todd-Breland
Publisher: UNC Press Books
ISBN: 1469646595
Category : Education
Languages : en
Pages : 343
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Book Description
In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.
Author: Mark R. Warren
Publisher: Beacon Press
ISBN: 0807015806
Category : Education
Languages : en
Pages : 218
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Book Description
Parents, young people, community organizers, and educators describe how they are fighting systemic racism in schools by building a new intersectional educational justice movement. Illuminating the struggles and triumphs of the emerging educational justice movement, this anthology tells the stories of how black and brown parents, students, educators, and their allies are fighting back against systemic inequities and the mistreatment of children of color in low-income communities. It offers a social justice alternative to the corporate reform movement that seeks to privatize public education through expanding charter schools and voucher programs. To address the systemic racism in our education system and in the broader society, the contributors argue that what is needed is a movement led by those most affected by injustice--students of color and their parents--that builds alliances across sectors and with other social justice movements addressing immigration, LGBTQ rights, labor rights, and the school-to-prison pipeline. Representing a diverse range of social justice organizations from across the US, including the Chicago Teachers Union and the Genders and Sexualities Alliance Network, the essayists recount their journeys to movement building and offer practical organizing strategies and community-based alternatives to traditional education reform and privatization schemes. Lift Us Up! will outrage, inform, and mobilize parents, educators, and concerned citizens about what is wrong in American schools today and how activists are fighting for and achieving change.
Author: Douglas N. Harris
Publisher: University of Chicago Press
ISBN: 022669478X
Category : Education
Languages : en
Pages : 320
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Book Description
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
Author: Michael Fullan
Publisher: Burns & Oates
ISBN: 9780826449559
Category :
Languages : en
Pages : 400
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Book Description
First published in 1982, this work revolutionized the theory and practice of education reform. Now 25 years later, the fourth edition of Fullans groundbreaking book continues to be the definitive compendium to all aspects of the management of educational change--a powerful resource for everyone involved in school reform.
Author: Sandra Leibowitz Earley
Publisher:
ISBN:
Category : Architecture
Languages : en
Pages : 172
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Book Description
This first and only directory of sustainable architecture and green building educational programs in North America features an annotated listing of the best schools and educational centers and compares in detail the offerings of their programs.
Author: Daniels, Kisha
Publisher: IGI Global
ISBN: 1522557490
Category : Education
Languages : en
Pages : 318
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Book Description
In a seemingly tumultuous time of political change, caring and healing are needed now more than ever. This is especially true in education, which has been criticized for a disproportionate focus on the technical aspects of teaching with less focus on its “human” aspects. Creating Caring and Supportive Educational Environments for Meaningful Learning is a collection of innovative research on the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care and support for students within the framework of current educational systems and standards. While highlighting topics including service learning, ethics of care, and student mental health, this book is ideally designed for teachers, administrators, researchers, and academicians seeking current research on the importance and ethics of the human aspects of education.
Author: University of the State of New York
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
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Book Description
Author: Carla Shalaby
Publisher: The New Press
ISBN: 1620972379
Category : Education
Languages : en
Pages : 169
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Book Description
A radical educator's paradigm-shifting inquiry into the accepted, normal demands of school, as illuminated by moving portraits of four young "problem children" In this dazzling debut, Carla Shalaby, a former elementary school teacher, explores the everyday lives of four young "troublemakers," challenging the ways we identify and understand so-called problem children. Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children—Zora, Lucas, Sean, and Marcus—Troublemakers allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. From Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight—for educators and parents alike—into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. Shalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands—despite good intentions—work to undermine the pursuit of a free and just society.
