The Enduring Legacy
External Review of Whole Manuscript
Structured Inequality in America's Public Schools
dc.contributor.author | Ryan, Mark Edward | |
dc.date.accessioned | 2023-03-29T12:06:05Z | |
dc.date.available | 2023-03-29T12:06:05Z | |
dc.date.issued | 2020 | |
dc.identifier.uri | https://library.oapen.org/handle/20.500.12657/62010 | |
dc.description.abstract | Enduring Legacy describes a multifaceted paradox—a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion. Structured inequality in the nation’s schools is deeply connected to social stratification within American society. This paradox began in the eighteenth century and has proved an enduring legacy. Mark Ryan provides historical, political, and pedagogical contexts for teacher candidates—not only to comprehend the nature of racial segregation but, as future educators, to understand their own professional responsibilities, both in the community and in the school, to strive for an integrated classroom where all children have a chance to succeed. The goal of providing every child a world-class education is an ethical imperative, an inherent necessity for a functioning pluralistic democracy. The challenge is both great and growing, for teachers today will face an evermore segregated American classroom. | en_US |
dc.language | English | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy | en_US |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JP Politics and government::JPQ Central / national / federal government::JPQB Central / national / federal government policies | en_US |
dc.subject.other | Segregation, resegregation, layered hierarchies of exclusion, teacher education, multifaceted historical, political, pedagogical paradox, integrated classroom, American classroom ever more segregated in the 2020’s, dialectic between the philosophies of inclusion and exclusion, history of school segregation, politics of school segregation, solutions to school segregation, racial isolation, diversity, Supreme Court cases on racial segregation, Social Darwinism, de jure segregation, de facto segregation, civil rights, enduring legacy of segregation, racism, Southern Strategy, Richard Nixon, Lyndon Johnson, historical paradox, political paradox, pedagogical paradox, multifaceted paradox, historical, political, pedagogical, supreme court case, racial segregation, school segragation, history, politics, solutions, American classroom, US, America, hierarchy, exclusion, community, pluralist democracy, ethical imperative, professional responsibility, teacher, educator, chronological, 18th century, context, public education, inclusive, exclusive system, foundation course | en_US |
dc.title | The Enduring Legacy | en_US |
dc.title.alternative | Structured Inequality in America's Public Schools | en_US |
dc.type | book | |
oapen.identifier.doi | 10.3998/mpub.11645040 | en_US |
oapen.relation.isPublishedBy | e07ce9b5-7a46-4096-8f0c-bc1920e3d889 | en_US |
oapen.relation.isbn | 9780472074686 | en_US |
oapen.relation.isbn | 9780472054688 | en_US |
oapen.relation.isbn | 9780472127276 | en_US |
oapen.pages | 180 | en_US |
peerreview.anonymity | Double-anonymised | |
peerreview.id | d98bf225-990a-4ac4-acf4-fd7bf0dfb00c | |
peerreview.open.review | No | |
peerreview.publish.responsibility | Scientific or Editorial Board | |
peerreview.review.decision | Yes | |
peerreview.review.stage | Pre-publication | |
peerreview.review.type | Full text | |
peerreview.reviewer.type | External peer reviewer | |
peerreview.title | External Review of Whole Manuscript | |
oapen.review.comments | The proposal was selected by the acquisitions editor who invited a full manuscript. The full manuscript was reviewed by two external readers using a double-blind process. Based on the acquisitions editor recommendation, the external reviews, and their own analysis, the Executive Committee (Editorial Board) of U-M Press approved the project for publication. |