Segregated Schools

Educational Apartheid in Post-Civil Rights America
Neuauflage 2005
ISBN: 978-0-415-95116-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 232 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 227 g

Reihe: Positions: Education, Politics, and Culture

Fifty years after the US Supreme Court ruled that "separate but equal" was "inherently unequal," Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher' expectations for students and students' expectations for themselves. Books in the series offer short, polemic takes on hot topics in education, providing a basic entry point into contemporary issues for courses and general; readers.

Autoren/Hrsg.

Street, Paul

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

INTRODUCTION; Chapter 1 STILL AND INCREASINGLY SEPARATE; Chapter 2 STILL SAVAGE SCHOOL INEQUALITIES; Chapter 3 SEPARATE BUT ADEQUATE; Chapter 4 THE DEEPER INEQUALITY; Chapter 5 WHY SEPARATISM MATTERS; Notes; Index;

Über Autor(innen)

Paul Street served as Vice President for Research and Planning at the Chicago Urban League from 2000 to 2005 and is a Visiting Professor of History at Northern Illinois University.