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Power, Protest, and the Public Schools: Jewish and African American Struggles in New York City
Rutgers University Press, 2012 eISBN: 978-0-8135-8189-7 | Paper: 978-0-8135-5351-1 | Cloth: 978-0-8135-4772-5 Library of Congress Classification LC2803.N5W45 2010 Dewey Decimal Classification 371.829960730747
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS
ABOUT THIS BOOK
Accounts of Jewish immigrants usually describe the role of education in helping youngsters earn a higher social position than their parents. Melissa F. Weiner argues that New York City schools did not serve as pathways to mobility for Jewish or African American students. Instead, at different points in the city's history, politicians and administrators erected similar racial barriers to social advancement by marginalizing and denying resources that other students enjoyed. Power, Protest, and the Public Schools explores how activists, particularly parents and children, responded to inequality; the short-term effects of their involvement; and the long-term benefits that would spearhead future activism. Weiner concludes by considering how today's Hispanic and Arab children face similar inequalities within public schools. See other books on: Discrimination in education | New York (N.Y.) | New York City | Protest | Public schools See other titles from Rutgers University Press |
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Nearby on shelf for Special aspects of education / Education of special classes of persons / Blacks. African Americans:
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Power, Protest, and the Public Schools: Jewish and African American Struggles in New York City
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS
Rutgers University Press, 2012
eISBN: 978-0-8135-8189-7
Paper: 978-0-8135-5351-1
Cloth: 978-0-8135-4772-5
eISBN: 978-0-8135-8189-7
Paper: 978-0-8135-5351-1
Cloth: 978-0-8135-4772-5
Accounts of Jewish immigrants usually describe the role of education in helping youngsters earn a higher social position than their parents. Melissa F. Weiner argues that New York City schools did not serve as pathways to mobility for Jewish or African American students. Instead, at different points in the city's history, politicians and administrators erected similar racial barriers to social advancement by marginalizing and denying resources that other students enjoyed. Power, Protest, and the Public Schools explores how activists, particularly parents and children, responded to inequality; the short-term effects of their involvement; and the long-term benefits that would spearhead future activism. Weiner concludes by considering how today's Hispanic and Arab children face similar inequalities within public schools.
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS
