书评:Lawrence Blum和ZoëBurkholder,《融合:公共教育中种族平等和公民复兴的斗争》

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Emily Y. Tran
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引用次数: 0

摘要

《综合》是芝加哥大学出版社历史与哲学系列的最新一卷。劳伦斯·布鲁姆(Lawrence Blum)和佐伊·布尔克霍尔德(ZoëBurkholder。过去和现在一样,来自不同社区的父母和活动家以不同的方式定义了融合,并因此评估了融合作为种族不公正补救措施的可取性。Blum和Burkholder认为,多元和平等的学校融合形式仍然是多种族民主中公民教育的必要基础。更广泛地说,他们认为,在美国社会中种族和阶级不公正的结构被拆除之前,教育和公民平等将一直难以实现。开篇的两章讲述了(a)公立学校如何作为白人至上主义的国家资助工具发挥作用,以及(b)有色人种社区同时持续努力挑战教育种族主义。根据最新的学术成果,作者依次考虑了非裔美国人、美洲原住民、拉丁裔和亚裔美国人社区的努力。第一章跨越了从美国公立学校系统建立到1954年布朗决定的几年,展示了白人官员如何歧视有色人种儿童,将他们排除在公立学校之外,或将他们隔离在资金不足和破旧的设施中。白人官员在许多方面限制了有色人种儿童的课程设置。南部由公共资助的黑人学校被要求遵循手工或工业课程,政府为美国原住民儿童开办的机构是文化毁灭的工具,墨西哥裔美国学生被禁止在激进的美国化计划下学习西班牙语。作为回应,学生、家长和有色人种活动家通过法律或外交渠道直接攻击种族主义政策,公开抵制白人当局,并适度迁就。重要的是,许多活动人士质疑种族1090016 TRE0010.1177/1147787852210090016教育理论与研究书评2022
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Book review: Lawrence Blum and Zoë Burkholder, Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education
Integrations is the latest volume in the History and Philosophy series from the University of Chicago Press. Lawrence Blum and Zoë Burkholder bring together historical and philosophical inquiry to examine the complex history and ongoing possibilities of school integration, that ‘most exalted and controversial ideal’ which many Americans have long ‘assumed to be [the] most obvious cure’ (pp. 3, 1) for racial inequality in education. In the past as in the present, parents and activists from various communities have defined integration – and thus assessed its desirability as a remedy for racial injustice – in disparate ways. Blum and Burkholder contend that a pluralist and egalitarian form of school integration remains a necessary foundation for civic education in a multiracial democracy. More broadly, they argue that educational and civic equality will remain elusive until the structures of racial and class injustice in American society are dismantled. The two opening chapters offer historical accounts of (a) how public schools have functioned as state-sponsored tools of white supremacy and (b) the concurrent and sustained efforts of communities of color to challenge educational racism. Drawing on the most recent scholarship, the authors consider the efforts of African American, Native American, Latinx, and Asian American communities in turn. Chapter 1, spanning the years between the foundation of American public school systems and the Brown decision in 1954, demonstrates how white officials discriminated against children of color by excluding them from public schools or segregating them in underfunded and dilapidated facilitates. White officials circumscribed the curricular programming available to children of color in many ways. Publicly funded Black schools in the South were required to follow a manual or industrial curriculum, government-run institutions for Native American children were instruments of cultural annihilation, and Mexican American students were prohibited from learning in Spanish under an aggressive Americanization program. Students, parents, and activists of color responded with direct attacks on racist policies through legal or diplomatic channels, overt resistance to white authorities, and measured accommodation. Importantly, many activists questioned the utility of racial 1090016 TRE0010.1177/14778785221090016Theory and Research in EducationBook review book-review2022
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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