Just Schools: Pursuing Equality in Societies of Difference

Sonst. Personen	Minow, Martha (Hrsg.); Shweder, Richard A. (Hrsg.); Markus, Hazel Rose (Hrsg.)
Institution	Russell Sage Foundation
Titel	Just Schools: Pursuing Equality in Societies of Difference
Quelle	(2008), (288 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8715-4583-1
Schlagwörter	Foreign Countries; Muslims; Equal Education; School Choice; Academic Achievement; Cultural Pluralism; Social Justice; Educational Opportunities; Educational Policy; Policy Analysis; Culturally Relevant Education; Multicultural Education; Citizenship Education; Role of Education; Student Diversity; Politics of Education; Comparative Education; International Education; Ethnicity; Cultural Differences; Racial Identification; Immigrants; France; Illinois; Maine + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Choice of school; Schulwahl; Schulleistung; Kulturpluralismus; Soziale Gerechtigkeit; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Politikfeldanalyse; Multikulturelle Erziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsauftrag; Educational policy; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Ethnizität; Kultureller Unterschied; Immigrant; Immigrantin; Immigranten; Frankreich
Abstract	Educators and policymakers who share the goal of equal opportunity in schools often hold differing notions of what entails a just school in multicultural America. Some emphasize the importance of integration and uniform treatment for all, while others point to the benefits of honoring cultural diversity in ways that make minority students feel at home. In "Just Schools", noted legal scholars, educators, and social scientists examine schools with widely divergent methods of fostering equality in order to explore the possibilities and limits of equal education today. The contributors to "Just Schools" combine empirical research with rich ethnographic accounts to paint a vivid picture of the quest for justice in classrooms around the nation. Legal scholar Martha Minow considers the impact of school choice reforms on equal educational opportunities. Psychologist Hazel Rose Markus examines culturally sensitive programs where students exhibit superior performance on standardized tests and feel safer and more interested in school than those in color-blind programs. Anthropologist Heather Lindkvist reports on how Somali Muslims in Lewiston, Maine, invoked the American ideal of inclusiveness in winning dress-code exemptions and accommodations for Islamic rituals in the local public school. Political scientist Austin Sarat looks at a school system in which everyone endorses multiculturalism but holds conflicting views on the extent to which culturally sensitive practices should enter into the academic curriculum. Anthropologist Barnaby Riedel investigates how a private Muslim school in Chicago aspires to universalist ideals, and education scholar James Banks argues that schools have a responsibility to prepare students for citizenship in a multicultural society. Anthropologist John Bowen offers a nuanced interpretation of educational commitments in France and the headscarf controversy in French schools. Anthropologist Richard Shweder concludes the volume by connecting debates about diversity in schools with a broader conflict between national assimilation and cultural autonomy. As America's schools strive to accommodate new students from around the world, "Just Schools" provides a provocative and insightful look at the different ways we define and promote justice in schools and in society at large. An index is included. (As Provided).
Anmerkungen	Russell Sage Foundation. 112 East 64th Street, New York, NY 10065. Tel: 212-750-6000; Fax: 212-371-4761; e-mail: info@rsage.org; Web site: http://www.russellsage.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10