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Lawrence Blum, Zoë Burkholder - Integrations, Inbunden

Inbunden, Engelska, 2021

Del i serien History and Philosophy of Education Series

Integrations

The Struggle for Racial Equality and Civic Renewal in Public Education

Av Lawrence Blum, Zoë Burkholder

1099 kr

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Beskrivning
The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States.  Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.
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Lawrence Blum is emeritus professor of philosophy and distinguished professor of liberal arts and education at the University of Massachusetts Boston. He is the author of several books, including High Schools, Race, and America’s Future: What Students Can Teach Us about Morality, Diversity, and Community and “I’m Not a Racist, But...”: The Moral Quandary of Race. Zoë Burkholder is professor of educational foundations and director of the Holocaust, Genocide, and Human Rights Education Project at Montclair State University. She is the author of An African American Dilemma: A History of School IntegrationandCivil Rights in the North and Color in the Classroom: How American Schools Taught Race, 1900–1954.

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"The comparative strengths of this book make this an important contribution to our understanding of the past and present . . . [it] places the long arc of activism to advance racial justice in education in historical context and explains the often swift reactions to such efforts. In so doing, it can help us better understand the roots of our contemporary politics and more precisely conceptualize arguments to advance racial justice in education."

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