Stubborn Roots: Race, Culture, and Inequality in U.S. and South African SchoolsOxford University Press, 1 mei 2012 - 272 pagina's What are the features of the school environment that make students' of color incorporation greater at some schools than at others? Prudence L. Carter seeks to answer this basic but bedeviling question through a rich comparative analysis of the organizational and group dynamics in eight schools located within four cities in the United States and South Africa-two nations rebounding from centuries of overt practices of racial and social inequality. Stubborn Roots provides insight into how school communities can better incorporate previously disadvantaged groups and engender equity by addressing socio-cultural contexts and promoting "cultural flexibility." It also raises important and timely questions about the social, political, and philosophical purposes of multiracial schooling that have been greatly ignored by many, and cautions against narrow approaches to education that merely focus on test-scores and resources. "There are simply not enough texts that look comparatively at the two foremost experiments with questions of race, culture, and class in the English-speaking world, the United States and South Africa. Prudence Carter's work is simultaneously scholarly and compassionate. It helps us see, in these two benighted but globally important societies, how easily things break, but also how well, when structures are in place and when human agency takes flight, individuals and the groups to which they belong flourish and grow." - Crain Soudien, Professor of Education, University of Cape Town "In this ambitious mixed-method study, Carter analyzes the social and symbolic boundaries that account for disparate educational experiences by race in the United States and South Africa. Resources are only part of the answer; equally important, she argues, are the cultural and institutional conditions that make students feel they are valued contributors of the community. Thus, school policies about hairstyle, dress codes, tracking, extracurricular activities, and language use are among the important dimensions that enable or discourage engagement in students. Educators, policymakers, and scholars alike have much to learn from this agenda-setting work." -Michele Lamont, Harvard University Author of The Dignity of Working Men: Morality and the Boundaries of Race, Class and Immigration "Prudence Carter's remarkable book shines a light on the often invisible patterns that perpetuate educational disparity in both the United States and South Africa. Stubborn Roots reveals how racial and ethnic divides are often reinforced, even in supposedly 'integrated' schools and even when many people of good will, try to eradicate them. Carter's insights illuminate how educators and schools can address these issues by becoming increasingly attuned to the socio-cultural worlds in which their students live. This book paves the way for the changes needed for historically disadvantaged groups to receive equitable, high-quality educations." -Linda Darling-Hammond, Charles Ducommun Professor of Education, Stanford University |
Inhoudsopgave
Introduction | 1 |
A Brief History of Race and Education in the United States and South Africa | 17 |
2 Selecting Good Schools in the United States and South Africa | 32 |
Resources Boundaries and OrganizationalRacial Habitus | 58 |
The unMaking of Multicultural Navigators | 88 |
White Youths Attitudes on Equity | 119 |
Growing Equality of Opportunity | 149 |
Overige edities - Alles bekijken
Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools Prudence L. Carter Gedeeltelijke weergave - 2012 |
Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools Prudence L. Carter Geen voorbeeld beschikbaar - 2012 |
Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools Prudence L. Carter Geen voorbeeld beschikbaar - 2012 |
Veelvoorkomende woorden en zinsdelen
academic achievement advanced placement African American African American students apartheid Asian American backgrounds Black students classroom cultural flexibility desegregation diverse economic enrolled equity ethnic group ex-Model extracurricular activities Gary Orfield gender grade Groveland hair identity Indian individual inequality interactions interviews IsiXhosa Johannesburg kids language Latino Latino students majority majority-minority schools majority-white schools middle-class mixed-race Montjane multicultural multiracial National Senior Certificate neighborhoods North Capital City North City Tech North Village Prep opportunity organizational Palmer High School parents participation peers percent political practices Principal Billups race racial and ethnic racial groups resource contexts school desegregation schoolmates segregated self-esteem significantly social and cultural social boundaries society sociocultural socioeconomic Sociology South Africa South African schools South City Honors South County Prep students at South symbolic boundaries teachers tion township schools U.S. schools United University Press White male White students Williston High School Xhosa youth