Nicole Nguyen
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816698264
- eISBN:
- 9781452955209
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816698264.001.0001
- Subject:
- Education, Educational Policy and Politics
By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, ...
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By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, terrorism, and their militarized responsibilities to the nation. Drawing from critical scholarship on school militarization, neoliberal school reform, the impact of the global war on terror on everyday life in the U.S., and the political uses of fear, this book maps the social, political, and economic contexts that gave rise to the school’s Homeland Security program and its popularity. Ultimately, as the first ethnography of a high school Homeland Security program, this book traces how Milton was not only “under siege”—shaped by the new normal imposed by the global war on terror—it actively prepared for the siege itself.Less
By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, terrorism, and their militarized responsibilities to the nation. Drawing from critical scholarship on school militarization, neoliberal school reform, the impact of the global war on terror on everyday life in the U.S., and the political uses of fear, this book maps the social, political, and economic contexts that gave rise to the school’s Homeland Security program and its popularity. Ultimately, as the first ethnography of a high school Homeland Security program, this book traces how Milton was not only “under siege”—shaped by the new normal imposed by the global war on terror—it actively prepared for the siege itself.
Matthew K. Gold (ed.)
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816677948
- eISBN:
- 9781452948379
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816677948.001.0001
- Subject:
- Education, Philosophy and Theory of Education
Encompassing new technologies, research methods, and opportunities for collaborative scholarship and open-source peer review, as well as innovative ways of sharing knowledge and teaching, the digital ...
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Encompassing new technologies, research methods, and opportunities for collaborative scholarship and open-source peer review, as well as innovative ways of sharing knowledge and teaching, the digital humanities promises to transform the liberal arts—and perhaps the university itself. Indeed, at a time when many academic institutions are facing austerity budgets, digital humanities programs have been able to hire new faculty, establish new centers and initiatives, and attract multimillion-dollar grants. Clearly the digital humanities has reached a significant moment in its brief history. But what sort of moment is it? This book explores its theories, methods, and practices and to clarify its multiple possibilities and tensions. From defining what a digital humanist is and determining whether the field has (or needs) theoretical grounding, to discussions of coding as scholarship and trends in data-driven research, this cutting-edge volume delineates the current state of the digital humanities and envisions potential futures and challenges. At the same time, several essays aim pointed critiques at the field for its lack of attention to race, gender, class, and sexuality; the inadequate level of diversity among its practitioners; its absence of political commitment; and its preference for research over teaching.Less
Encompassing new technologies, research methods, and opportunities for collaborative scholarship and open-source peer review, as well as innovative ways of sharing knowledge and teaching, the digital humanities promises to transform the liberal arts—and perhaps the university itself. Indeed, at a time when many academic institutions are facing austerity budgets, digital humanities programs have been able to hire new faculty, establish new centers and initiatives, and attract multimillion-dollar grants. Clearly the digital humanities has reached a significant moment in its brief history. But what sort of moment is it? This book explores its theories, methods, and practices and to clarify its multiple possibilities and tensions. From defining what a digital humanist is and determining whether the field has (or needs) theoretical grounding, to discussions of coding as scholarship and trends in data-driven research, this cutting-edge volume delineates the current state of the digital humanities and envisions potential futures and challenges. At the same time, several essays aim pointed critiques at the field for its lack of attention to race, gender, class, and sexuality; the inadequate level of diversity among its practitioners; its absence of political commitment; and its preference for research over teaching.
Angelina E. Castagno
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816681631
- eISBN:
- 9781452948645
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816681631.001.0001
- Subject:
- Education, Secondary Education
Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and ...
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Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, this book investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working towards greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, the emphasis in this book is on structural and ideological mechanisms of whiteness. Whiteness maintains dominance and inequity by perpetuating and legitimating the status quo while simultaneously maintaining a veneer of neutrality, equality, and compassion. Framed by Critical Race Theory and Whiteness Studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices promise to bring about greater equity, too often in practice they actually maintain, legitimate, and thus perpetuate whiteness. This book not only sheds light on this disconnect between the promises and practices of diversity-related initiatives, but also provides some understanding of why the disconnect persists.Less
Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, this book investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working towards greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, the emphasis in this book is on structural and ideological mechanisms of whiteness. Whiteness maintains dominance and inequity by perpetuating and legitimating the status quo while simultaneously maintaining a veneer of neutrality, equality, and compassion. Framed by Critical Race Theory and Whiteness Studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices promise to bring about greater equity, too often in practice they actually maintain, legitimate, and thus perpetuate whiteness. This book not only sheds light on this disconnect between the promises and practices of diversity-related initiatives, but also provides some understanding of why the disconnect persists.
Damien M. Sojoyner
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816697533
- eISBN:
- 9781452955230
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816697533.001.0001
- Subject:
- Education, Educational Policy and Politics
First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the ...
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First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the root causes of an ever-expansive prison system and disastrous educational policy. First Strike intervenes in a spirited public discussion on the relation of education policies and budgets, the rise of mass incarceration and permutations of racism. Policy makers, school districts and local governments have long known that there is a relationship between high incarceration rates and school failure. First Strike is the first book that demonstrates how and why that connection exists and shows in what ways school districts, cities and states have been complicit and can reverse a disturbing and needless trend.Less
First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the root causes of an ever-expansive prison system and disastrous educational policy. First Strike intervenes in a spirited public discussion on the relation of education policies and budgets, the rise of mass incarceration and permutations of racism. Policy makers, school districts and local governments have long known that there is a relationship between high incarceration rates and school failure. First Strike is the first book that demonstrates how and why that connection exists and shows in what ways school districts, cities and states have been complicit and can reverse a disturbing and needless trend.
Amy Brown
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780816691128
- eISBN:
- 9781452952383
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816691128.001.0001
- Subject:
- Education, Educational Policy and Politics
In 2008, The College Preparatory Academy, a traditional public high school in New York City, created its own in-house nonprofit organization in order to solicit donations from the private sector, ...
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In 2008, The College Preparatory Academy, a traditional public high school in New York City, created its own in-house nonprofit organization in order to solicit donations from the private sector, most notably, an elite corporate firm in Midtown Manhattan. College Prep’s student body is primarily Black and Latino, while teachers are predominantly White. Approximately 78% of the student body is eligible for free-or reduced-price lunch. From the perspectives of many who are passionate about education, equity and justice, the creation of the school’s nonprofit seemed like a brilliant move in the context of an educational landscape known for entrenched and systemic inequalities. In the interest of “leveling the playing field”, many ask, why not take advantage of the generosity of funders who wish to make a difference through their gifts? While at first glance, the school’s successful marketing seems to lead to greater resources for its students, Brown demonstrates the drawbacks of a “political spectacle” in an education marketplace where charity masquerades as justice. Based on two years of qualitative teacher-research at the “College Preparatory Academy”, Brown’s critical ethnography foregrounds the voices of students, teachers and parents as she connects corporate philanthropic involvement with the maintenance of race, class and gender inequalities. The work calls into question the viability of private sector involvement as a means for the attainment of educational justice or social equity and in fact, asserts that models of corporate or philanthropic charity in education ironically reify the race and class hierarchies they purport to alleviate.Less
In 2008, The College Preparatory Academy, a traditional public high school in New York City, created its own in-house nonprofit organization in order to solicit donations from the private sector, most notably, an elite corporate firm in Midtown Manhattan. College Prep’s student body is primarily Black and Latino, while teachers are predominantly White. Approximately 78% of the student body is eligible for free-or reduced-price lunch. From the perspectives of many who are passionate about education, equity and justice, the creation of the school’s nonprofit seemed like a brilliant move in the context of an educational landscape known for entrenched and systemic inequalities. In the interest of “leveling the playing field”, many ask, why not take advantage of the generosity of funders who wish to make a difference through their gifts? While at first glance, the school’s successful marketing seems to lead to greater resources for its students, Brown demonstrates the drawbacks of a “political spectacle” in an education marketplace where charity masquerades as justice. Based on two years of qualitative teacher-research at the “College Preparatory Academy”, Brown’s critical ethnography foregrounds the voices of students, teachers and parents as she connects corporate philanthropic involvement with the maintenance of race, class and gender inequalities. The work calls into question the viability of private sector involvement as a means for the attainment of educational justice or social equity and in fact, asserts that models of corporate or philanthropic charity in education ironically reify the race and class hierarchies they purport to alleviate.
Piya Chatterjee and Sunaina Maira (eds)
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816680894
- eISBN:
- 9781452948799
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680894.001.0001
- Subject:
- Education, Educational Policy and Politics
At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the ...
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At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police—from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. This book explores the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state. This book argues that “academic freedom” is not a sufficient response to the crisis of intellectual repression. Instead, it contends that battles fought over academic containment must be understood in light of the academy’s relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this analysis offers insights into such varied manifestations of “the imperial university” as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression.Less
At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police—from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. This book explores the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state. This book argues that “academic freedom” is not a sufficient response to the crisis of intellectual repression. Instead, it contends that battles fought over academic containment must be understood in light of the academy’s relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this analysis offers insights into such varied manifestations of “the imperial university” as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression.
Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman (eds)
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679706
- eISBN:
- 9781452947631
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679706.001.0001
- Subject:
- Education, Educational Policy and Politics
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those ...
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Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.Less
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. This book provides a solid picture of the past, present, and possible future of CBM progress monitoring. This book presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.
Michael B. Fabricant
- Published in print:
- 2010
- Published Online:
- August 2015
- ISBN:
- 9780816669608
- eISBN:
- 9781452946979
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816669608.001.0001
- Subject:
- Education, Educational Policy and Politics
Since the 1980s, strategies for improving public education in America have focused on either competition through voucher programs and charter schools or standardization as enacted into federal law ...
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Since the 1980s, strategies for improving public education in America have focused on either competition through voucher programs and charter schools or standardization as enacted into federal law through No Child Left Behind. These reforms, however, have failed to narrow the performance gap between poor urban students and other children. In response, parents have begun to organize local campaigns to strengthen the public schools in their communities. One of the most original, successful, and influential of these parent-led campaigns has been the Community Collaborative to Improve District 9 (CC9), a consortium of six neighborhood-based groups in the Bronx. This book tells the story of CC9 from its origins in 1995 as a small group of concerned parents to the citywide application of its reform agenda—concentrating on targeted investment in the development of teacher capacity—ten years later. Drawing on in-depth interviews with participants, analysis of qualitative data, and access to meetings and archives, the book evaluates CC9’s innovative approach to organizing and collaboration with other stakeholders, including the United Federation of Teachers, the NYC Department of Education, neighborhood nonprofits, and city colleges and universities. Situating this case within a wider exploration of parent participation in educational reform, the book explains why CC9 succeeded and other parent-led movements did not. It also examines the ways in which the movement effectively empowered parents by rigorously ensuring a democratic process in making decisions and, more broadly, an inclusive organizational culture.Less
Since the 1980s, strategies for improving public education in America have focused on either competition through voucher programs and charter schools or standardization as enacted into federal law through No Child Left Behind. These reforms, however, have failed to narrow the performance gap between poor urban students and other children. In response, parents have begun to organize local campaigns to strengthen the public schools in their communities. One of the most original, successful, and influential of these parent-led campaigns has been the Community Collaborative to Improve District 9 (CC9), a consortium of six neighborhood-based groups in the Bronx. This book tells the story of CC9 from its origins in 1995 as a small group of concerned parents to the citywide application of its reform agenda—concentrating on targeted investment in the development of teacher capacity—ten years later. Drawing on in-depth interviews with participants, analysis of qualitative data, and access to meetings and archives, the book evaluates CC9’s innovative approach to organizing and collaboration with other stakeholders, including the United Federation of Teachers, the NYC Department of Education, neighborhood nonprofits, and city colleges and universities. Situating this case within a wider exploration of parent participation in educational reform, the book explains why CC9 succeeded and other parent-led movements did not. It also examines the ways in which the movement effectively empowered parents by rigorously ensuring a democratic process in making decisions and, more broadly, an inclusive organizational culture.
Kathleen Nolan
- Published in print:
- 2011
- Published Online:
- August 2015
- ISBN:
- 9780816675524
- eISBN:
- 9781452947532
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816675524.001.0001
- Subject:
- Education, Educational Policy and Politics
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, ...
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As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.Less
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.
Roderick A. Ferguson
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816672783
- eISBN:
- 9781452947112
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816672783.001.0001
- Subject:
- Education, Educational Policy and Politics
In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, ...
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In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asian American, American Indian, women, and gay and lesbian activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus. This book traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. The book delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power. Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, this book argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.Less
In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asian American, American Indian, women, and gay and lesbian activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus. This book traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. The book delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power. Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, this book argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.
Weill Cornell Medicine
An Education in Politics
Cornell
The Fight for Local Control
Educating the Whole Child for the Whole World
The Burdens of Aspiration
When the Fences Come Down
Disabled Education
Written/Unwritten
