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Author: Henry M. Levin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 338
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Book Description
Conference report on a meeting to discuss educational and social implications of decentralization in urban area school control to meet the leadership demands of the Black minority group in the USA - includes papers and records of discussions on administrative aspects of decision making, cultural factors of social integration, social participation in political leadership, teacher behaviour, etc. Statistical tables. Conference held in Washington 1968 December.
Author: Henry M. Levin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 338
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Book Description
Conference report on a meeting to discuss educational and social implications of decentralization in urban area school control to meet the leadership demands of the Black minority group in the USA - includes papers and records of discussions on administrative aspects of decision making, cultural factors of social integration, social participation in political leadership, teacher behaviour, etc. Statistical tables. Conference held in Washington 1968 December.
Author: Heather Lewis
Publisher: Teachers College Press
ISBN: 0807772569
Category : Education
Languages : en
Pages : 391
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Book Description
When New York City mayor Michael Bloomberg centralized control of the citys schools in 2002, he terminated the citys 32-year experiment with decentralized school control dubbed by the mayor and the media as the Bad Old Days. Decentralization grew out of the community control movement of the 1960s, which was itself a response to the bad old days of central control of a school system that was increasingly segregated and unequal. In this probing historical account, Heather Lewis draws on new archival sources and oral histories to argue that the community control movement did influence school improvement, in particular African American and Puerto Rican communities in the 1970s and 80s. Lewis shows how educators with unique insights into the relationships between the schools and the communities they served enabled meaningful change, with a focus on instructional improvement and equity that would be familiar to many observers of contemporary education reform. With a resurgence of local organizing and potential challenges to mayoral control, this informative history will be important reading for todays educational and community leaders.
Author: Mario D. Fantini
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
Author: Annette Teta Rubinstein
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 312
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Book Description
Author: Charles S. Isaacs
Publisher: SUNY Press
ISBN: 1438452969
Category : Education
Languages : en
Pages : 368
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Book Description
The story of an Ocean HillBrownsville teacher who crossed picket lines during the racially charged New York City teachers strike of 1968. In 1968 the conflict that erupted over community control of the New York City public schools was centered in the black and Puerto Rican community of Ocean HillBrownsville. It triggered what remains the longest teachers strike in US history. That clash, between the citys communities of color and the white, predominantly Jewish teachers union, paralyzed the nations largest school system, undermined the citys economy, and heightened racial tensions, ultimately transforming the national conversation about race relations. At age twenty-two, when the strike was imminent, Charles S. Isaacs abandoned his full scholarship to a prestigious law school to teach mathematics in Ocean HillBrownsville. Despite his Jewish background and pro-union leanings, Isaacs crossed picket lines manned by teachers who looked like him, and took the side of parents and children who did not. He now tells the story of this conflict, not only from inside the experimental, community-controlled Ocean HillBrownsville district, its focal point, but from within ground zero itself: Junior High School 271, which became the nations most famous, or infamous, public school. Isaacs brings to life the innovative teaching practices that community control made possible, and the relationships that developed in the district among its white teachers and its black and Puerto Rican parents, teachers, and community activists. Inside Ocean HillBrownsville is one of the finest accounts of this turbulent time in Americas educational history. As a firsthand analysis of a teacher embroiled in the Ocean HillBrownsville community fight for educational justice, it has no peer. From its vantage point forty-five years after the conflict, we finally have a corrective to a plethora of secondhand analyses that have been written over the years. It is a candid picture that I recommend highly. Maurice R. Berube, coeditor of Confrontation at Ocean HillBrownsville Inside Ocean HillBrownsville makes a vital contribution to a much-needed reinterpretation of the epochal struggles over community control of the New York City public schools in the 1960s, and the divisive UFT fall 1968 strikes in opposition to that community-based movement. Writing from the firsthand perspective of a young Jewish math teacher at JHS 271, Isaacs brings this important story vividly to life with insight, candor, and humor. He evokes the attitudes and actions of a rich array of ordinary teachers, administrators, students, and parents who fought to defend the community-control experiment in the face of the lies and distortions perpetrated by UFT officials and the mainstream press. A must read for anyone interested in creating successful public schools, this book helps us remember what democratic public education might look like. Stephen Brier, The Graduate Center, City University of New York Charles Isaacss Inside Ocean HillBrownsville is a firsthand account of the dramatic events of New York Citys greatest school crisis. Isaacs debunks many of the popular myths of black militants waging assaults on teachers. Instead, he demonstrates that the episode in Ocean HillBrownsville was a case of black and Latino parents, with the support of a number of teachers at JHS 271, struggling for the education of their children and for a more democratically run educational system. These parents faced one of the most powerful unions in the city and a bureaucratic board of education that wanted to protect the status quo. There have been many books written on the 1968 teachers strike, but Isaacss well-written, detailed account is by far the best. Clarence Taylor, author of Knocking at Our Own Door: Milton A. Galamison and the Struggle to Integrate New York City Schools
Author: Allan C. Ornstein
Publisher: Metuchen, N.J. : Scarecrow Press
ISBN:
Category : Education
Languages : en
Pages : 304
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Book Description
Author: Susan Saltzman Fainstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 822
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Book Description
Author: Diane Ravitch
Publisher: JHU Press
ISBN: 9780801864711
Category : Education
Languages : en
Pages : 492
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Book Description
Named one of the Ten Best Books about New York City by the New York Times
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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.
