education

In this article, Ricardo Stanton-Salazar offers a network-analytic framework for understanding the socialization and schooling experiences of working-class racial minority youth. Unlike many previous writers who have examined the role of "significant others," he examines the role that relationships between youth and institutional agents, such as teachers and counselors, play in the greater multicultural context in which working-class minority youth must negotiate.

Desegregation has been one of the only legally enforceable routes of access and opportunity for millions of school children. Yet even as the nation celebrated the 40th anniversary of the 1954 Brown v. Board of Education decision, Gary Orfield, Director of the Harvard Project on School Desegregation, began to attract national attention by identifying and documenting the insidious trend toward the resegregation of our public schools.

This book examines what is happening, in the context of segregated and unequal public education, to children from poor families in the inner cities and less affluent suburbs, and describes how children of poor families get less real education, less hope, and less concern than children from rich families. Chapter 1 of the book examines the causes and impact of the spiritual, racial, and economic isolation confronting the residents and public school students of East St. Louis, Illinois.

The UNESCO Associated Schools Project emphasizes world community, human rights, and international understanding. This article investigates the emergence and global diffusion of the project from 1953 to 2001, estimating the influence of national, regional, and world characteristics on the likelihood of a country adopting a UNESCO school. It also addresses the effects of national linkages to the international human rights regime.

This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education.

Inserting China into the history of nineteenth-century colonialism, English Lessons explores the ways that Euroamerican imperial powers humiliated the Qing monarchy and disciplined the Qing polity in the wake of multipower invasions of China in 1860 and 1900. Focusing on the processes by which Great Britain enacted a pedagogical project that was itself a form of colonization, James L. Hevia demonstrates how British actors instructed the Manchu-Chinese elite on “proper” behavior in a world dominated by multiple imperial powers.

In a work that Lisa Delpit calls "imperative reading," Monique W. Morris (Black Stats, Too Beautiful for Words) chronicles the experiences of Black girls across the country whose intricate lives are misunderstood, highly judged--by teachers, administrators, and the justice system--and degraded by the very institutions charged with helping them flourish.

"Failing schools. Underprivileged schools. Just plain bad schools."

That's how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt.

This account of Gypsy, Roma, and Traveler policy and practice in education, social policy, and politics is enriched with reflection, theoretical analysis, and biographical narratives. It draws on the author's 25 years' experience of working as an activist, educationalist, and researcher for Gypsy, Roma, and Traveler rights.

Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color.