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Charter Schools Race and Urban Space

Charter Schools  Race  and Urban Space Author Kristen L. Buras
ISBN-10 9781135077501
Release 2014-07-17
Pages 230
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Charter schools have been promoted as an equitable and innovative solution to the problems plaguing urban schools. Advocates claim that charter schools benefit working-class students of color by offering them access to a "portfolio" of school choices. In Charter Schools, Race, and Urban Space, Kristen Buras presents a very different account. Her case study of New Orleans—where veteran teachers were fired en masse and the nation's first all-charter school district was developed—shows that such reform is less about the needs of racially oppressed communities and more about the production of an urban space economy in which white entrepreneurs capitalize on black children and neighborhoods. In this revealing book, Buras draws on critical theories of race, political economy, and space, as well as a decade of research on the ground to expose the criminal dispossession of black teachers and students who have contributed to New Orleans' culture and history. Mapping federal, state, and local policy networks, she shows how the city's landscape has been reshaped by a strategic venture to privatize public education. She likewise chronicles grassroots efforts to defend historic schools and neighborhoods against this assault, revealing a commitment to equity and place and articulating a vision of change that is sure to inspire heated debate among communities nationwide.



Middle class School Choice in Urban Spaces

Middle class School Choice in Urban Spaces Author Emma E. Rowe
ISBN-10 9781317310921
Release 2016-12-01
Pages 212
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Middle-class School Choice in Urban Spaces examines government-funded public schools from a range of perspectives and scholarship in order to examine the historical, political and economic conditions of public schooling within a globalized, post-welfare context. In this book, Rowe argues that post-welfare policy conditions are detrimental to government-funded public schools, as they engender consistent pressure in rearticulating the public school in alignment with the market, produce tensions in serving the more historical conceptualizations of public schooling, and are preoccupied by contemporary profit-driven concerns. Chapters focus on public schooling from different global perspectives, with examples from Chile and the US, to examine how various social movements encapsulate ideologies around public schooling. Rowe also draws upon a rich, five-year ethnographic study of campaigns lobbying the Victorian State Government in Australia for a brand-new, local-specific public school. Critical attention is paid to the public school as a means to achieve empowerment and overcome discrimination, and both a local and global lens are used to identify how parents choose the public school, the values they attach to it, and the strategies they use to obtain it. Also considered, however, are how quality gaps, distances and differences between public schools threaten to undermine the democracy of education as a means for individuals to be socially mobile and escape poverty. This book makes an important contribution to our understanding of global social movements and activism around public education. As such, it will be of key interest to researchers, academics and postgraduate students in the field of education, specifically those working on school choice, class and identity, as well as educational geography.



Mapping Corporate Education Reform

Mapping Corporate Education Reform Author Wayne Au
ISBN-10 9781317648208
Release 2015-04-10
Pages 212
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Mapping Corporate Education Reform outlines and analyzes the complex relationships between policy actors that define education reform within the current, neoliberal context. Using social network analysis and powerful data visualization tools, the authors identify the problematic roots of these relationships and describe their effects both in the U.S. and abroad. Through a series of case studies, each chapter reveals how powerful actors, from billionaire philanthropists to multinational education corporations, leverage their resources to implement free market mechanisms within public education. By comprehensively connecting the dots of neoliberal education reforms, the authors reveal not only the details of the reforms themselves, but the relationships that enable actors to amass troubling degrees of political power through network governance. A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.



Charter School Report Card

Charter School Report Card Author Shawgi Tell
ISBN-10 9781681232973
Release 2016-04-01
Pages 401
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What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overview and analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.



Race and Education in New Orleans

Race and Education in New Orleans Author Walter Stern
ISBN-10 9780807169209
Release 2018-05-04
Pages 368
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Surveying the two centuries that preceded Jim Crow’s demise, Race and Education in New Orleans traces the course of the city’s education system from the colonial period to the start of school desegregation in 1960. This timely historical analysis reveals that public schools in New Orleans both suffered from and maintained the racial stratification that characterized urban areas for much of the twentieth century. Walter C. Stern begins his account with the mid-eighteenth-century kidnapping and enslavement of Marie Justine Sirnir, who eventually secured her freedom and played a major role in the development of free black education in the Crescent City. As Sirnir’s story and legacy illustrate, schools such as the one she envisioned were central to the black antebellum understanding of race, citizenship, and urban development. Black communities fought tirelessly to gain better access to education, which gave rise to new strategies by white civilians and officials who worked to maintain and strengthen the racial status quo, even as they conceded to demands from the black community for expanded educational opportunities. The friction between black and white New Orleanians continued throughout the nineteenth century and well into the twentieth, when conflicts over land and resources sharply intensified. Stern argues that the post-Reconstruction reorganization of the city into distinct black and white enclaves marked a new phase in the evolution of racial disparity: segregated schools gave rise to segregated communities, which in turn created structural inequality in housing that impeded desegregation’s capacity to promote racial justice. By taking a long view of the interplay between education, race, and urban change, Stern underscores the fluidity of race as a social construct and the extent to which the Jim Crow system evolved through a dynamic though often improvisational process. A vital and accessible history, Race and Education in New Orleans provides a comprehensive look at the ways the New Orleans school system shaped the city’s racial and urban landscapes.



Crescent City Schools

Crescent City Schools Author Donald E. DeVore
ISBN-10 1935754157
Release 2012-06-12
Pages 416
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In 1841 New Orleans opened its public schools with the personal assistance of Horace Mann, the early champion of public education in the United States. Those first schools launched public schooling not only in the Crescent City but throughout Louisiana and much of the Deep South. At the time, New Orleans was the only large city of the slave South in a majority black state. The problems of race are, as a result, deeply rooted in its public schools. Longer than any other urban school system, the Crescent City's public schools have faced the challenge of racial equity. During the Civil War, the Union generals who governed New Orleans began the first system of public schooling for black children in the South. When the war ended, black and white visionaries framed a new state government that brought even more revolutionary change to public education.Alone in the South, the Crescent City schools experienced classroom integration during Reconstruction. The experiment was both extensive and successful. But it collapsed when the so-called Redeemers used violence to purge the schools and to restore segregation. The severe reaction almost destroyed the entire system of public education. And, after the schools slowly reemerged, fully segregated, they faced another round of turmoil in the middle of the twentieth century, as federal courts responded to a long tradition of local black protest and made New Orleans the first testing ground for desegregation in the Deep South.It would be hard to find any urban public school system anywhere in the Western world which has faced a similar level of struggle and travail. Understanding this troubled past should disabuse any reader of the notion that the current crisis in public education in New Orleans and other large American cities is of recent origin or open to easy, simple remedy.That the original ideals of American public education have come down to the present era flawed and unfulfilled should not be surprising. It is more amazing that the public schools of New Orleans have survived at all, and that they have often prospered. This first account of the Crescent City schools' long history recalls the dedicated efforts of those educators and civic leaders who remained committed to the ideals of public education and who nurtured the city's schools. It gives special attention to the remarkable corps of women teachers who overcame conflicts in city and state politics to improve conditions for themselves and for many of the city's children.



The Fight for America s Schools

The Fight for America s Schools Author Barbara Ferman
ISBN-10 1682530965
Release 2017
Pages 200
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This book investigates new developments in community organizing around education - the reconfiguration of historical alliances, the mobilization of new organizations, and the potential for new coalitions--Provided by publisher.



Education Myths

Education Myths Author Jay P. Greene
ISBN-10 074254978X
Release 2006-01-01
Pages 273
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How can we fix America's floundering public schools? Conventional wisdom says that schools and teachers need a lot more money, that poor and immigrant children can't do as well as most American kids, that high-stakes tests just produce teaching to the test, and that vouchers do little to help students while undermining our democracy. But what if the conventional wisdom is wrong? Jay Greene provocatively shows that much of what people believe about education policy is little more than a series of myths advanced by the special interest groups dominating public education.



Teaching in the Terrordome

Teaching in the Terrordome Author Heather Kirn Lanier
ISBN-10 9780826272867
Release 2012-10-01
Pages 256
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Only 50 percent of kids growing up in poverty will earn a high school diploma. Just one in ten will graduate college. Compelled by these troubling statistics, Heather Kirn Lanier joined Teach For America (TFA), a program that thrusts eager but inexperienced college graduates into America’s most impoverished areas to teach, asking them to do whatever is necessary to catch their disadvantaged kids up to the rest of the nation. With little more than a five-week teacher boot camp and the knowledge that David Simon referred to her future school as “The Terrordome,” the altruistic and naïve Lanier devoted herself to attaining the program’s goals but met obstacles on all fronts. The building itself was in such poor condition that tiles fell from the ceiling at random. Kids from the halls barged into classes all day, disrupting even the most carefully planned educational activities. In the middle of one lesson, a wandering student lit her classroom door on fire. Some colleagues, instantly suspicious of TFA’s intentions, withheld their help and supplies. (“They think you’re trying to ‘save’ the children,” one teacher said.) And although high school students can be by definition resistant, in west Baltimore they threw eggs, slashed tires, and threatened teachers’ lives. Within weeks, Lanier realized that the task she was charged with—achieving quantifiable gains in her students’ learning—would require something close to a miracle. Superbly written and timely, Teaching in the Terrordome casts an unflinching gaze on one of America’s “dropout factory” high schools. Though Teach For America often touts its most successful teacher stories, in this powerful memoir Lanier illuminates a more common experience of “Teaching For America” with thoughtful complexity, a poet’s eye, and an engaging voice. As hard as Lanier worked to become a competent teacher, she found that in “The Terrordome,” idealism wasn’t enough. To persevere, she had to rely on grit, humility, a little comedy, and a willingness to look failure in the face. As she adjusted to a chaotic school administration, crumbling facilities, burned-out colleagues, and students who perceived their school for the failure it was, she gained perspective on the true state of the crisis TFA sets out to solve. Ultimately, she discovered that contrary to her intentions, survival in the so-called Charm City was a high expectation.



Rightist Multiculturalism

Rightist Multiculturalism Author Kristen L. Buras
ISBN-10 9781135895679
Release 2010-11-24
Pages 240
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For nearly two decades, E. D. Hirsch’s book Cultural Literacy has provoked debate over whose knowledge should be taught in schools, embodying the culture wars in education. Initially developed to mediate against the multicultural "threat," his educational vision inspired the Core Knowledge curriculum, which has garnered wide support from an array of communities, including traditionally marginalized groups. In this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education. Ultimately, Rightist Multiculturalism does more than assess the limitations and possibilities of Core Knowledge. It illuminates why troubling educational reforms initiated by neoconservatives have acquired grassroots allegiance despite criticism that their vision is culturally elitist. More importantly, Buras argues understanding that neoconservative school reform itself has become a multicultural affair is the first step toward fighting an alternative war of position—that is, reclaiming multiculturalism as a radically transformative project.



Pedagogy Policy and the Privatized City

Pedagogy  Policy  and the Privatized City Author Kristen L. Buras
ISBN-10 0807770671
Release 2015-04-17
Pages 190
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In cities across the nation, communities of color find themselves resisting state disinvestment and the politics of dispossession. Students at the Center—a writing initiative based in several New Orleans high schools—takes on this struggle through a close examination of race and schools. The book builds on the powerful stories of marginalized youth and their teachers who contest the policies that are destructive to their communities: decentralization, charter schools, market-based educational choice, teachers union-busting, mixed-income housing, and urban redevelopment. Striking commentaries from the foremost scholars of the day explore the wider implications of these stories for pedagogy and educational policy in schools across the United States and the globe. Most importantly, this book reveals what must be done to challenge oppressive conditions and transform our schools for the benefit of all students.



High Schools Race and America s Future

High Schools  Race  and America s Future Author Lawrence A. Blum
ISBN-10 1612504655
Release 2012
Pages 262
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In "High Schools, Race, and America s Future," Blum recounts his time teaching a challenging pilot course on race and racism in a diverse high school. The book is a valuable resource for any educator striving to encourage acceptance and deep thinking."



What s Race Got to Do With It

What s Race Got to Do With It Author Bree Picower
ISBN-10 1433128845
Release 2015-02-13
Pages 208
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Within critical discussions of school reform, researchers and activists are often of two camps. Some focus their analyses on neoliberal economic agendas, while others center on racial inequality. These analyses often happen in isolation, continuing to divide those concerned with educational justice into It's race vs. It's class camps. <I>What's Race Got To Do With It? brings together these frameworks to investigate the role that race plays in hallmark policies of neoliberal school reforms such as school closings, high-stakes testing, and charter school proliferation. The group of scholar activist authors in this volume were selected because of their cutting-edge racial economic analysis, understanding of corporate reform, and involvement in grassroots social movements. Each author applies a racial economic framework to inform and complicate our analysis of how market-based reforms collectively increase wealth inequality and maintain White supremacy. In accessible language, contributors trace the historical context of a single reform, examine how that reform maintains and expands racial and economic inequality, and share grassroots stories of resistance to these reforms. By analyzing current reforms through this dual lens, those concerned with social justice are better equipped to struggle against this constellation of reforms in ways that unite rather than divide.



The Subaltern Speak

The Subaltern Speak Author Michael W. Apple
ISBN-10 9781136079061
Release 2013-01-11
Pages 302
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The question of whose perspective, experience and history is privileged in educational institutions has shaped curriculum debates for decades. In this insightful collection, Michael W. Apple and Kristen L. Buras interrogate the notion that some knowledge is worth more than others. The Subaltern Speak combines an analysis of the ways in which various forms of power now operate, with a specific focus on spaces in which subaltern groups act to reassert their own perceived identities, cultures and histories.



All Else Equal

All Else Equal Author Luis Benveniste
ISBN-10 9781136702655
Release 2013-11-26
Pages 225
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Private schools always provide a better education than public schools. Or do they? Inner-city private schools, most of which are Catholic, suffer from the same problems neighboring public schools have including large class sizes, unqualified teachers, outdated curricula, lack of parental involvement and stressful family and community circumstances. Straightforward and authoritative, All Else Equal challenges us to reconsider vital policy decisions and rethink the issues facing our current educational system.



Up South

Up South Author Matthew J. Countryman
ISBN-10 0812220021
Release 2007-06-12
Pages 417
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Up South documents the efforts of Philadelphia's Black Power activists to construct a vital and effective social movement combining analyses of racism with a program of grassroots community organizing in the context of the failure of civil rights liberalism to deliver on its promise of racial equality.



Cultural Politics and Education

Cultural Politics and Education Author Michael W. Apple
ISBN-10 0807735035
Release 1996
Pages 149
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Michael Apple offers a powerful analysis of current debates and a compelling indictment of rightist proposals for change. Apple presents the causes and effects of further integrating schools into the corporate agenda, as well as current calls for a national curriculum and national testing, privatization and voucher plans, and fundamentalist religious pressures to censor textbooks. He demonstrates who will be the winners and losers culturally and economically as the conservative restoration gains in strength, bringing with it an even greater restratification of knowledge and students in terms of race, class, and gender.