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Zusatztext "From the nineteenth-century common school movement to contemporary struggles over redistricting neighborhood attendance zones, Americans have sought to build communities around local schools - and sometimes to restrict access to outsiders. This anthology of historical case studies brings together rich narratives on this dynamic and the surrounding contexts of race, class, gender, sexuality, and disability. In particular, the editors' excellent introduction draws meaningful insights from various scholarly fields and taught me how to think about "communities" with fresh eyes." - -Jack Dougherty, Trinity College"Individually and collectively, the essays in this volumeask readers to think deeply, more critically, more thoughtfully, about the unspoken assumptions and the political implications of our common tendency to conceptualize schools as 'communities.' Issues of nostalgia, of inclusion and exclusion, of racial and social and sexual differentiation, are all deftly handled, highlighting new contributions in the history of American education. Well done." - Michael Fultz, Professor, University of Wisconsin-Madison "As a whole, the book offers sociologists several themes to ponder, such as the uneasy relation between ideals of school community and formal equality, the tension between legal initiatives and subjective experiences of belonging, and the meandering path from political battle to institutionalized practice. This Canadian reader was particularly alerted tothe tacit influence of the American Civil Rights movement and its legal landmarks, such as Brown v. Board of Education, on contemporary notions of educability and rights that are spreading around the globe." - American Journal of Sociology Informationen zum Autor SHERMAN DORN, BARBARA SHIRCLIFFE and DEIRDRE COBB-ROBERTS are historians of education at the Tampa campus of the University of South Florida, USA. Klappentext Government forces mean the notion of a 'community' school has become less defined by decisions on core curriculum. This collection explores the extent to which collective notions of school-community relations have prevented citizens from speaking openly about the tensions created where schools are imagined as communities. Zusammenfassung Government forces mean the notion of a 'community' school has become less defined by decisions on core curriculum. This collection explores the extent to which collective notions of school-community relations have prevented citizens from speaking openly about the tensions created where schools are imagined as communities. Inhaltsverzeichnis Introduction: Schools as Imagined Communities; D.Cobb-Roberts S.Dorn & B.Shircliffe A Lesson in Education and Community; V.Eaklor Crafting Community; M.Ladd Teed Student-Community Voices; D.Cobb-Roberts From Isolation to Imagined Communities of LGBT Teachers; J.Blount The Closing of Blake and Middleton; B.Shircliffe Politics of Memory, Re-imagining Community; J.Alamilla Canal Town; J.Hall Special Education as a Problematic Community; S.Dorn Youth For Christ; A.Halpern Conclusion and Lessons; D.Cobb-Roberts, S.Dorn & B.Shircliffe...
List of contents
Introduction: Schools as Imagined Communities; D.Cobb-Roberts S.Dorn & B.Shircliffe A Lesson in Education and Community; V.Eaklor Crafting Community; M.Ladd Teed Student-Community Voices; D.Cobb-Roberts From Isolation to Imagined Communities of LGBT Teachers; J.Blount The Closing of Blake and Middleton; B.Shircliffe Politics of Memory, Re-imagining Community; J.Alamilla Canal Town; J.Hall Special Education as a Problematic Community; S.Dorn Youth For Christ; A.Halpern Conclusion and Lessons; D.Cobb-Roberts, S.Dorn & B.Shircliffe
Report
"From the nineteenth-century common school movement to contemporary struggles over redistricting neighborhood attendance zones, Americans have sought to build communities around local schools - and sometimes to restrict access to outsiders. This anthology of historical case studies brings together rich narratives on this dynamic and the surrounding contexts of race, class, gender, sexuality, and disability. In particular, the editors' excellent introduction draws meaningful insights from various scholarly fields and taught me how to think about "communities" with fresh eyes." - -Jack Dougherty, Trinity College"Individually and collectively, the essays in this volumeask readers to think deeply, more critically, more thoughtfully, about the unspoken assumptions and the political implications of our common tendency to conceptualize schools as 'communities.' Issues of nostalgia, of inclusion and exclusion, of racial and social and sexual differentiation, are all deftly handled, highlighting new contributions in the history of American education. Well done." - Michael Fultz, Professor, University of Wisconsin-Madison
"As a whole, the book offers sociologists several themes to ponder, such as the uneasy relation between ideals of school community and formal equality, the tension between legal initiatives and subjective experiences of belonging, and the meandering path from political battle to institutionalized practice. This Canadian reader was particularly alerted tothe tacit influence of the American Civil Rights movement and its legal landmarks, such as Brown v. Board of Education, on contemporary notions of educability and rights that are spreading around the globe." - American Journal of Sociology
