| 000 |
|
00000cam u2200205 a 4500 |
| 001 |
|
000046087277 |
| 005 |
|
20210723105544 |
| 008 |
|
210722s2021 ilua b 001 0 eng |
| 010 |
|
▼a 2020046182
|
| 020 |
|
▼a 9780226785981 (cloth)
|
| 020 |
|
▼a 9780226786032 (paperback)
|
| 020 |
|
▼a 9780226786179 (ebook)
|
| 035 |
|
▼a (KERIS)REF000019429368
|
| 040 |
|
▼a ICU/DLC
▼b eng
▼e rda
▼c DLC
▼d 211009
|
| 042 |
|
▼a pcc
|
| 043 |
|
▼a n-us---
|
| 050 |
0
0
|
▼a LC213.2
▼b .B58 2021
|
| 082 |
0
0
|
▼a 379.2/60973
▼2 23
|
| 084 |
|
▼a 379.260973
▼2 DDCK
|
| 090 |
|
▼a 379.260973
▼b B658i
|
| 100 |
1
|
▼a Blum, Lawrence A.,
▼e author.
|
| 245 |
1
0
|
▼a Integrations :
▼b the struggle for racial equality and civic renewal in public education /
▼c Lawrence Blum and Zoë Burkholder.
|
| 260 |
|
▼a Chicago ;
▼a London :
▼b The University of Chicago Press,
▼c c2021.
|
| 264 |
1
|
▼a Chicago ;
▼a London :
▼b The University of Chicago Press,
▼c 2021.
|
| 300 |
|
▼a 265 p. :
▼b ill. ;
▼c 23 cm.
|
| 336 |
|
▼a text
▼b txt
▼2 rdacontent
|
| 337 |
|
▼a unmediated
▼b n
▼2 rdamedia
|
| 338 |
|
▼a volume
▼b nc
▼2 rdacarrier
|
| 490 |
1
|
▼a The history and philosophy of education series
|
| 504 |
|
▼a Includes bibliographical references and index.
|
| 505 |
0
|
▼a Introduction -- Segregation -- Desegregation -- Equality -- Integrations : the capital argument -- Integrations : the civic argument -- Conclusion : egalitarian civic integrationist pluralism.
|
| 520 |
|
▼a "Education plays a central part in the history of racial inequality in America, with people of color long advocating for equal educational rights and opportunities. Though school desegregation initially was a boon for educational equality, schools began to resegregate in the 1980s, and schools are now more segregated than ever. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum set out to shed needed light on the enduring problem of segregation in American schools. From a historical perspective, the authors analyze how ideas about race influenced the creation and development of American public schools. Importantly, the authors focus on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. In the second half of the book, the authors explore what equal education should and could look like. They argue for a conception of "educational goods" (including the development of moral and civic capacities) that should and can be provided to every child through schooling--including integration itself. Ultimately, the authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and the many possible meanings of and courses of action for integration"--
▼c Provided by publisher.
|
| 650 |
0
|
▼a Educational equalization
▼z United States.
|
| 650 |
0
|
▼a Racism in education
▼z United States.
|
| 650 |
0
|
▼a Racism in education
▼z United States
▼x History.
|
| 650 |
0
|
▼a Minorities
▼x Education
▼z United States
▼x History.
|
| 650 |
0
|
▼a School integration
▼z United States.
|
| 650 |
0
|
▼a Educational equalization
▼x Philosophy.
|
| 700 |
1
|
▼a Burkholder, Zoë,
▼e author.
|
| 830 |
0
|
▼a History and philosophy of education.
|
| 945 |
|
▼a KLPA
|
