Olivier Esteves
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9781526124852
- eISBN:
- 9781526144683
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526124852.001.0001
- Subject:
- Sociology, Race and Ethnicity
In 1960–62, a large number of white autochthonous parents in Southall became very concerned that the sudden influx of largely non-Anglophone Indian immigrant children in local schools would hold back ...
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In 1960–62, a large number of white autochthonous parents in Southall became very concerned that the sudden influx of largely non-Anglophone Indian immigrant children in local schools would hold back their children’s education. It was primarily to placate such fears that ‘dispersal’ (or ‘bussing’) was introduced in areas such as Southall and Bradford, as well as to promote the integration of mostly Asian children. It consisted in sending busloads of immigrant children to predominantly white suburban schools, in an effort to ‘spread the burden’. This form of social engineering went on until the early 1980s. This book, by mobilising local and national archival material as well as interviews with formerly bussed pupils in the 1960s and 1970s, reveals the extent to which dispersal was a flawed policy, mostly because thousands of Asian pupils were faced with racist bullying on the playgrounds of Ealing, Bradford, etc. It also investigates the debate around dispersal and the integration of immigrant children, e.g. by analysing the way some Local Education Authorities (Birmingham, London) refused to introduce bussing. It studies the various forms that dispersal took in the dozen or so LEAs where it operated. Finally, it studies local mobilisations against dispersal by ethnic associations and individuals. It provides an analysis of debates around ‘ghetto schools’, ‘integration’, ‘separation’, ‘segregation’ where quite often the US serves as a cognitive map to make sense of the English situation.Less
In 1960–62, a large number of white autochthonous parents in Southall became very concerned that the sudden influx of largely non-Anglophone Indian immigrant children in local schools would hold back their children’s education. It was primarily to placate such fears that ‘dispersal’ (or ‘bussing’) was introduced in areas such as Southall and Bradford, as well as to promote the integration of mostly Asian children. It consisted in sending busloads of immigrant children to predominantly white suburban schools, in an effort to ‘spread the burden’. This form of social engineering went on until the early 1980s. This book, by mobilising local and national archival material as well as interviews with formerly bussed pupils in the 1960s and 1970s, reveals the extent to which dispersal was a flawed policy, mostly because thousands of Asian pupils were faced with racist bullying on the playgrounds of Ealing, Bradford, etc. It also investigates the debate around dispersal and the integration of immigrant children, e.g. by analysing the way some Local Education Authorities (Birmingham, London) refused to introduce bussing. It studies the various forms that dispersal took in the dozen or so LEAs where it operated. Finally, it studies local mobilisations against dispersal by ethnic associations and individuals. It provides an analysis of debates around ‘ghetto schools’, ‘integration’, ‘separation’, ‘segregation’ where quite often the US serves as a cognitive map to make sense of the English situation.
Imani Perry
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781469638607
- eISBN:
- 9781469638621
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469638607.001.0001
- Subject:
- History, African-American History
Singing and fighting for freedom have been inseparable in African American history. May We Forever Stand: A History of the Black National Anthem, tells an essential yet understudied part of that ...
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Singing and fighting for freedom have been inseparable in African American history. May We Forever Stand: A History of the Black National Anthem, tells an essential yet understudied part of that story. Lift Every Voice and Sing, penned by James Weldon Johnson and composed by his brother Rosamond in 1900, was embraced as an anthem that captured the story and the aspirations of Black Americans almost immediately. This book shares the story of that song, as it traveled from South to North, from churches to schools, and from civil rights to Black power, and beyond. Because it is an anthem, the story of this song is also a social and cultural history. Readers will learn of the institutions and organizations, as well as the lessons and the emotions shared by those who sang together. Drawing on a wide array of materials including: letters, newspaper articles, essays, poems, novels, school curricula, speeches and the programs of hundreds of organizations, readers have a window into the robust social, cultural and political world that African Americans organized in the face of an unequal society, and how that world produced people who were capable of transforming the nation and world.Less
Singing and fighting for freedom have been inseparable in African American history. May We Forever Stand: A History of the Black National Anthem, tells an essential yet understudied part of that story. Lift Every Voice and Sing, penned by James Weldon Johnson and composed by his brother Rosamond in 1900, was embraced as an anthem that captured the story and the aspirations of Black Americans almost immediately. This book shares the story of that song, as it traveled from South to North, from churches to schools, and from civil rights to Black power, and beyond. Because it is an anthem, the story of this song is also a social and cultural history. Readers will learn of the institutions and organizations, as well as the lessons and the emotions shared by those who sang together. Drawing on a wide array of materials including: letters, newspaper articles, essays, poems, novels, school curricula, speeches and the programs of hundreds of organizations, readers have a window into the robust social, cultural and political world that African Americans organized in the face of an unequal society, and how that world produced people who were capable of transforming the nation and world.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.001.0001
- Subject:
- Education, Secondary Education
Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and ...
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Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, this book investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working towards greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, the emphasis in this book is on structural and ideological mechanisms of whiteness. Whiteness maintains dominance and inequity by perpetuating and legitimating the status quo while simultaneously maintaining a veneer of neutrality, equality, and compassion. Framed by Critical Race Theory and Whiteness Studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices promise to bring about greater equity, too often in practice they actually maintain, legitimate, and thus perpetuate whiteness. This book not only sheds light on this disconnect between the promises and practices of diversity-related initiatives, but also provides some understanding of why the disconnect persists.Less
Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, this book investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working towards greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, the emphasis in this book is on structural and ideological mechanisms of whiteness. Whiteness maintains dominance and inequity by perpetuating and legitimating the status quo while simultaneously maintaining a veneer of neutrality, equality, and compassion. Framed by Critical Race Theory and Whiteness Studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices promise to bring about greater equity, too often in practice they actually maintain, legitimate, and thus perpetuate whiteness. This book not only sheds light on this disconnect between the promises and practices of diversity-related initiatives, but also provides some understanding of why the disconnect persists.
Yue Chim Richard Wong
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9789888390625
- eISBN:
- 9789888390373
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888390625.003.0006
- Subject:
- Economics and Finance, Public and Welfare
Using household income to measure income inequality and define poverty has many flaws. Comparing individuals and households of the same age cohort is far more likely to be meaningful, because it is ...
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Using household income to measure income inequality and define poverty has many flaws. Comparing individuals and households of the same age cohort is far more likely to be meaningful, because it is comparing households with their peers who are at the same stage of their life cycle, have grown up in the same era, and have the same vintage of schooling. Age is the better choice for anchoring the poverty line, not household size.Less
Using household income to measure income inequality and define poverty has many flaws. Comparing individuals and households of the same age cohort is far more likely to be meaningful, because it is comparing households with their peers who are at the same stage of their life cycle, have grown up in the same era, and have the same vintage of schooling. Age is the better choice for anchoring the poverty line, not household size.
Sonia Livingstone and Julian Sefton-Green
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781479884575
- eISBN:
- 9781479863570
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479884575.003.0001
- Subject:
- Society and Culture, Media Studies
The chapter introduces readers to a class of 13 to 14-year-old in an average London school. Through our ethnographic case study, we present the rationale for the study and key theoretical frameworks. ...
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The chapter introduces readers to a class of 13 to 14-year-old in an average London school. Through our ethnographic case study, we present the rationale for the study and key theoretical frameworks. We explore the public’s concerns and anxieties around teaching, learning, family life, peer friendships, digital culture, social networks and social change. Key theoretical frames around globalisation, individualisation and the role of digital media as well as arguments around the risk society, individualisation are discussed. It is argued that families in the digital age are adopting strategies that are conservative, connected or competitive, in ways that the book will explain. The chapter explains the outline of the book’s argument and provides a pithy chapter by chapter breakdown.Less
The chapter introduces readers to a class of 13 to 14-year-old in an average London school. Through our ethnographic case study, we present the rationale for the study and key theoretical frameworks. We explore the public’s concerns and anxieties around teaching, learning, family life, peer friendships, digital culture, social networks and social change. Key theoretical frames around globalisation, individualisation and the role of digital media as well as arguments around the risk society, individualisation are discussed. It is argued that families in the digital age are adopting strategies that are conservative, connected or competitive, in ways that the book will explain. The chapter explains the outline of the book’s argument and provides a pithy chapter by chapter breakdown.
Sonia Livingstone and Julian Sefton-Green
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781479884575
- eISBN:
- 9781479863570
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479884575.003.0012
- Subject:
- Society and Culture, Media Studies
Our final chapter develops normative concerns, to ask what can be said about the prospects for connected living and learning in the digital age. Our portrait of young people’s lives is in many senses ...
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Our final chapter develops normative concerns, to ask what can be said about the prospects for connected living and learning in the digital age. Our portrait of young people’s lives is in many senses a heartening one—they are generally sensible, thoughtful, and optimistic; doing reasonably well at school; largely happy at home; and having fun with friends. Encouragingly, we find rather little evidence of the competitive individualism that critics of neoliberalism fear, although we do show how the school especially seeks to instill competition into school life. We find more evidence of an adherence to conservative structures and comfortable pleasures. Is this, inadvertently, sacrificing the potential for radical alternatives that could undermine the seeming straitjacket of social reproduction, reconfigure pedagogic possibilities, and open up more diverse connections and pathways to opportunity? We conclude with some futuristic thinking about how parents, teachers, governments and media organizations could help to build better futures for today’s children and young people.Less
Our final chapter develops normative concerns, to ask what can be said about the prospects for connected living and learning in the digital age. Our portrait of young people’s lives is in many senses a heartening one—they are generally sensible, thoughtful, and optimistic; doing reasonably well at school; largely happy at home; and having fun with friends. Encouragingly, we find rather little evidence of the competitive individualism that critics of neoliberalism fear, although we do show how the school especially seeks to instill competition into school life. We find more evidence of an adherence to conservative structures and comfortable pleasures. Is this, inadvertently, sacrificing the potential for radical alternatives that could undermine the seeming straitjacket of social reproduction, reconfigure pedagogic possibilities, and open up more diverse connections and pathways to opportunity? We conclude with some futuristic thinking about how parents, teachers, governments and media organizations could help to build better futures for today’s children and young people.
Suk Ching Stella Chong
- Published in print:
- 2007
- Published Online:
- May 2013
- ISBN:
- 9789622098725
- eISBN:
- 9789882207134
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098725.003.0002
- Subject:
- Education, Secondary Education
This chapter explores some of the key issues associated with diversity and schooling in eleven countries in Asia: the ten member countries of the Association of Southeast Asian Nations (ASEAN), plus ...
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This chapter explores some of the key issues associated with diversity and schooling in eleven countries in Asia: the ten member countries of the Association of Southeast Asian Nations (ASEAN), plus the People’s Republic of China (China). Some of the complex issues which are examined include cultural identity, assimilation or inclusion, choice of language, preferred culture, equality and power relations — all of which contribute to the provision of quality education in Asian countries. A broad, rather than an exclusively Chinese, perspective is adopted because Chinese people are found in all of these countries and because these countries are often, erroneously, perceived to be similar, a misconception this chapter attempts to dispel.Less
This chapter explores some of the key issues associated with diversity and schooling in eleven countries in Asia: the ten member countries of the Association of Southeast Asian Nations (ASEAN), plus the People’s Republic of China (China). Some of the complex issues which are examined include cultural identity, assimilation or inclusion, choice of language, preferred culture, equality and power relations — all of which contribute to the provision of quality education in Asian countries. A broad, rather than an exclusively Chinese, perspective is adopted because Chinese people are found in all of these countries and because these countries are often, erroneously, perceived to be similar, a misconception this chapter attempts to dispel.
Doug Martin
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9781447310747
- eISBN:
- 9781447310778
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310747.003.0007
- Subject:
- Political Science, Public Policy
Education has many institutional dimensions, and diverse social control issues can arise in a variety of settings. This chapter concentrates primarily on schooling for children in England, within ...
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Education has many institutional dimensions, and diverse social control issues can arise in a variety of settings. This chapter concentrates primarily on schooling for children in England, within what has generally been thought of as the state sector, and makes reference to disadvantaged pupils in particular. We begin with a brief note on the historical development and 'construction' of schooling. This is followed by discussions of approaches under New Labour and the UK Coalition government. The chapter then concludes with a local example from northern England, suggesting that there might be viable alternatives to 'top-down' discipline-orientated strategies as far as disadvantaged households and localities are concerned.Less
Education has many institutional dimensions, and diverse social control issues can arise in a variety of settings. This chapter concentrates primarily on schooling for children in England, within what has generally been thought of as the state sector, and makes reference to disadvantaged pupils in particular. We begin with a brief note on the historical development and 'construction' of schooling. This is followed by discussions of approaches under New Labour and the UK Coalition government. The chapter then concludes with a local example from northern England, suggesting that there might be viable alternatives to 'top-down' discipline-orientated strategies as far as disadvantaged households and localities are concerned.
Paul O’Connor
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139576
- eISBN:
- 9789888180165
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139576.003.0005
- Subject:
- Society and Culture, Asian Studies
Chapter 5 chiefly focuses on how young Muslims come to learn about Islam. It examines what the processes and institutions are for shaping their Islamic knowledge and influencing their practices. This ...
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Chapter 5 chiefly focuses on how young Muslims come to learn about Islam. It examines what the processes and institutions are for shaping their Islamic knowledge and influencing their practices. This chapter also looks into how the adolescents manage to learn about their prayers at home, read the Qur’an at the mosque as well as acquire religious know-how through schooling.Less
Chapter 5 chiefly focuses on how young Muslims come to learn about Islam. It examines what the processes and institutions are for shaping their Islamic knowledge and influencing their practices. This chapter also looks into how the adolescents manage to learn about their prayers at home, read the Qur’an at the mosque as well as acquire religious know-how through schooling.
Ruma Chopra
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780300220469
- eISBN:
- 9780300235227
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300220469.003.0007
- Subject:
- History, African History
Once aware of the possibility of relocation, the Maroons launched a determined campaign to leave Halifax. They refused to work and threatened to punish other Maroons who conceded to Nova Scotians’ ...
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Once aware of the possibility of relocation, the Maroons launched a determined campaign to leave Halifax. They refused to work and threatened to punish other Maroons who conceded to Nova Scotians’ demands. They sent petitions to Parliament. Unable to force a military community to convert to handymen-laborers, Nova Scotia’s government made arrangements for them to permanently leave the colony. The British government subsidized the Maroons’ relocation to Sierra Leone. The military-trained Maroons were viewed as potential colonizers, collaborators in British claims to West Africa.Less
Once aware of the possibility of relocation, the Maroons launched a determined campaign to leave Halifax. They refused to work and threatened to punish other Maroons who conceded to Nova Scotians’ demands. They sent petitions to Parliament. Unable to force a military community to convert to handymen-laborers, Nova Scotia’s government made arrangements for them to permanently leave the colony. The British government subsidized the Maroons’ relocation to Sierra Leone. The military-trained Maroons were viewed as potential colonizers, collaborators in British claims to West Africa.
Priyanuj Choudhury
- Published in print:
- 2018
- Published Online:
- July 2019
- ISBN:
- 9780199487806
- eISBN:
- 9780199097715
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199487806.003.0007
- Subject:
- Sociology, Education
Fear is one of the foremost debilitating factors that hinder an individual’s growth, and one of the cornerstones of mainstream competitive schooling in India. The presence of fear in the process of ...
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Fear is one of the foremost debilitating factors that hinder an individual’s growth, and one of the cornerstones of mainstream competitive schooling in India. The presence of fear in the process of schooling has great significance in the way it shapes an individual and affects learning. The purpose of this paper is to analyse the ways in which education can be imparted without the operation of fear, by looking at the everyday practices, rituals and built form of a KFI school in Bengaluru. Through an ethnographic exploration, the author attempts to interpret the micro processes of everyday life in the school and pedagogic practices employed across junior, middle and senior school classrooms that work in collusion to create an environment free of fear. Through a case study of contradictions, the author also looks at the possible factors that may work against the creation of such a space.Less
Fear is one of the foremost debilitating factors that hinder an individual’s growth, and one of the cornerstones of mainstream competitive schooling in India. The presence of fear in the process of schooling has great significance in the way it shapes an individual and affects learning. The purpose of this paper is to analyse the ways in which education can be imparted without the operation of fear, by looking at the everyday practices, rituals and built form of a KFI school in Bengaluru. Through an ethnographic exploration, the author attempts to interpret the micro processes of everyday life in the school and pedagogic practices employed across junior, middle and senior school classrooms that work in collusion to create an environment free of fear. Through a case study of contradictions, the author also looks at the possible factors that may work against the creation of such a space.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0002
- Subject:
- Education, Secondary Education
Chapter One examines the Zion School District from the district, or central office, level. Within the district, central office leaders claimed equity as a priority but simultaneously claimed that the ...
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Chapter One examines the Zion School District from the district, or central office, level. Within the district, central office leaders claimed equity as a priority but simultaneously claimed that the responsibility for failed attempts at equity resided in individual schools. When there existed a convergence of interests, some progress was made around diversity, but this progress was always narrowly defined and limited by the possessive investment in whiteness. When no such interests converged, responsibility for equity was consistently displaced elsewhere.Less
Chapter One examines the Zion School District from the district, or central office, level. Within the district, central office leaders claimed equity as a priority but simultaneously claimed that the responsibility for failed attempts at equity resided in individual schools. When there existed a convergence of interests, some progress was made around diversity, but this progress was always narrowly defined and limited by the possessive investment in whiteness. When no such interests converged, responsibility for equity was consistently displaced elsewhere.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0003
- Subject:
- Education, Secondary Education
Chapter Two examines the ways teachers at Birch and Spruce understood and engaged multicultural education as either “powerblind sameness” or “colorblind difference.” Although these framing concepts ...
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Chapter Two examines the ways teachers at Birch and Spruce understood and engaged multicultural education as either “powerblind sameness” or “colorblind difference.” Although these framing concepts appear to be logically inconsistent with one another, educators ascribed to both simultaneously. These two frameworks of sameness and difference serve as a dual system of support for whiteness.Less
Chapter Two examines the ways teachers at Birch and Spruce understood and engaged multicultural education as either “powerblind sameness” or “colorblind difference.” Although these framing concepts appear to be logically inconsistent with one another, educators ascribed to both simultaneously. These two frameworks of sameness and difference serve as a dual system of support for whiteness.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0004
- Subject:
- Education, Secondary Education
Chapter Three discusses some of the meaningful silences around–and silencing of–race and sexuality in schools. Even though done with the best of intentions, efforts at maintaining politeness end up ...
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Chapter Three discusses some of the meaningful silences around–and silencing of–race and sexuality in schools. Even though done with the best of intentions, efforts at maintaining politeness end up maintaining the status quo rather than facilitating social change.Less
Chapter Three discusses some of the meaningful silences around–and silencing of–race and sexuality in schools. Even though done with the best of intentions, efforts at maintaining politeness end up maintaining the status quo rather than facilitating social change.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0005
- Subject:
- Education, Secondary Education
Chapter Four highlights how schools differently engage diversity and, specifically, the notion of equality. At Spruce, a powerblind, colorblind understanding of equality shaped the ways educators ...
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Chapter Four highlights how schools differently engage diversity and, specifically, the notion of equality. At Spruce, a powerblind, colorblind understanding of equality shaped the ways educators understood excellence and the efforts they made to provide a high quality education to Spruce students. At Birch, however, educators engaged a more race- and power-conscious form of equality, but they were so constrained by the pressures of standardized accountability, that their diversity-related efforts were also limited and ultimately failed to approximate what was needed to advance equity..Less
Chapter Four highlights how schools differently engage diversity and, specifically, the notion of equality. At Spruce, a powerblind, colorblind understanding of equality shaped the ways educators understood excellence and the efforts they made to provide a high quality education to Spruce students. At Birch, however, educators engaged a more race- and power-conscious form of equality, but they were so constrained by the pressures of standardized accountability, that their diversity-related efforts were also limited and ultimately failed to approximate what was needed to advance equity..
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0006
- Subject:
- Education, Secondary Education
Chapter Five examines current federal efforts to “turnaround the nation’s worst schools” through targeted School Improvement Grants. With a foundation in individualism and classical liberalism, this ...
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Chapter Five examines current federal efforts to “turnaround the nation’s worst schools” through targeted School Improvement Grants. With a foundation in individualism and classical liberalism, this school-reform model results in the loss of students, teachers, and actual schools. The resulting neoliberal transformation exacerbates inequity and reifies whiteness.Less
Chapter Five examines current federal efforts to “turnaround the nation’s worst schools” through targeted School Improvement Grants. With a foundation in individualism and classical liberalism, this school-reform model results in the loss of students, teachers, and actual schools. The resulting neoliberal transformation exacerbates inequity and reifies whiteness.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.003.0007
- Subject:
- Education, Secondary Education
The concluding chapter suggests that while whiteness shapes what diversity-related policy and practice look like, the resulting policy and practice, in turn, further strengthen whiteness. Thus, ...
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The concluding chapter suggests that while whiteness shapes what diversity-related policy and practice look like, the resulting policy and practice, in turn, further strengthen whiteness. Thus, whiteness operates as an almost perfect system. It is effective and efficient at what it does. As a key element of whiteness in schools, niceness makes equity very difficult, so we must be awake, vigilant, and strategic.Less
The concluding chapter suggests that while whiteness shapes what diversity-related policy and practice look like, the resulting policy and practice, in turn, further strengthen whiteness. Thus, whiteness operates as an almost perfect system. It is effective and efficient at what it does. As a key element of whiteness in schools, niceness makes equity very difficult, so we must be awake, vigilant, and strategic.
Kathleen Riley
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780198789260
- eISBN:
- 9780191831119
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198789260.003.0001
- Subject:
- Classical Studies, Literary Studies: Classical, Early, and Medieval, Plays and Playwrights: Classical, Early, and Medieval
The Introduction begins with a succinct factual account of Wilde’s classical ‘biography’, from his childhood and early schooling, through his years as a student at Trinity College Dublin and Magdalen ...
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The Introduction begins with a succinct factual account of Wilde’s classical ‘biography’, from his childhood and early schooling, through his years as a student at Trinity College Dublin and Magdalen College, Oxford, to his later literary success. It explains the novelty of, and the cause for, the broad interdisciplinary approach taken in this book, and argues that the contributed essays, dealing in multifaceted but complementary ways, add significantly to modern Wildean scholarship. The Introduction is intended as a guide to the themes covered in this collection and the links which unite them in their mission. It argues that Wilde’s classicism was crucial to his self-creation, to his taking control of his own myth, and that one of the most striking aspects of his classicism was his commoditization of the ancient world, his use of it in literary ‘products’ designed to be consumed by large middle-class audiences.Less
The Introduction begins with a succinct factual account of Wilde’s classical ‘biography’, from his childhood and early schooling, through his years as a student at Trinity College Dublin and Magdalen College, Oxford, to his later literary success. It explains the novelty of, and the cause for, the broad interdisciplinary approach taken in this book, and argues that the contributed essays, dealing in multifaceted but complementary ways, add significantly to modern Wildean scholarship. The Introduction is intended as a guide to the themes covered in this collection and the links which unite them in their mission. It argues that Wilde’s classicism was crucial to his self-creation, to his taking control of his own myth, and that one of the most striking aspects of his classicism was his commoditization of the ancient world, his use of it in literary ‘products’ designed to be consumed by large middle-class audiences.
