Settler Colony on the Hudson: What History and Theory Tell Us about the Education Crisis in East Ramapo Central School District, New York

Autor/in	Justice, Benjamin
Titel	Settler Colony on the Hudson: What History and Theory Tell Us about the Education Crisis in East Ramapo Central School District, New York
Quelle	In: Theory and Research in Education, 14 (2016) 2, S.168-192 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878515625654
Schlagwörter	School Districts; Public Schools; Jews; Minority Groups; Case Studies; Land Settlement; State Church Separation; Democracy; Suburban Schools; Educational Change; Boards of Education; School Law; History; Theories; Racial Bias; New York + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Public school; Öffentliche Schule; Jew; Jude; Jüdin; Juden; Ethnische Minderheit; Case study; Fallstudie; Case Study; Siedlungsraum; Kirche-Staat-Beziehung; Demokratie; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Bildungsreform; Ausschuss; Law concerning schools; Schulrecht; Geschichte; Geschichtsdarstellung; Theory; Theorie; Racial discrimination; Rassismus
Abstract	Scholars typically frame the subgroup problem in education in terms of protecting religious minorities from majoritarian encroachment. This essay explores a different aspect of the subgroup problem: what happens when an antidemocratic religious minority becomes a local majority responsible for the promotion of the public good? This essay uses the takeover and plundering of a public school district by Hasidic Jews in New York State as a case study. The settler colonist orientation of the Hasidim uniquely situates them to take advantage of the legacies of nineteenth-century school districting laws, but that same orientation leads them to grossly antidemocratic behaviors that victimize children of color. In such a case, democracy demands state intervention into the much-cherished arena of democratic localism. For advocates of church-state cooperation in the management of public schooling, this case provides a cautionary tale about the critical importance of substantive commitments to democratic values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01