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In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.
In this volume, political insider Christopher Cross updates his critically acclaimed bestseller with new chapters and important new insights into future education policy. Cross draws on his own experience in Washington, along with research and interviews, to present a highly readable history of federal education policy from WWII to the Obama administration. The book highlights the key players who helped shape federal policy, because as Cross writes in his introduction "policy development is woven of personalities, events, and timing." This fascinating chronicle demonstrates, among other things, how federal policy has been a constant influence on what states and local districts do, especially with respect to students most at-risk.
This classic political memoir offers an insider’s view of Washington in the ‘50s and ‘60s—with a preface by the author reflecting on the Clinton era. A Texas native, Harry McPherson went to Washington in 1956 as an assistant to Senate Majority Leader Lyndon Johnson. He served in key posts under Presidents Kennedy and Johnson, including as Johnson’s special counsel and speechwriter. In Political Education, McPherson offers a vividly evocative portrait of Johnson’s tumultuous presidency and of the conflicts and factions of the president's staff. Long regarded as a political classic, it is essential reading for anyone seeking to understand national politics of the period. In 1995, McPherson added a preface discussing how Washington had changed since the Johnson era. In it he suggests what lessons Bill Clinton could have learn from Johnson’s time in the Oval Office.
All Too Human is a new-generation political memoir, written from the refreshing perspective of one who got his hands on the levers of awesome power at an early age. At thirty, the author was at Bill Clinton's side during the presidential campaign of 1992, & for the next five years he was rarely more than a step away from the president & his other advisers at every important moment of the first term. What Liar's Poker did to Wall Street, this book will do to politics. It is an irreverent & intimate portrait of how the nation's weighty business is conducted by people whose egos & idiosyncrasies are no sturdier than anyone else's. Including sharp portraits of the Clintons, Al Gore, Dick Morris, Colin Powell, & scores of others, as well as candid & revelatory accounts of the famous debacles & triumphs of an administration that constantly went over the top, All Too Human is, like its author, a brilliant combination of pragmatic insight & idealism. It is destined to be the most important & enduring book to come out of the Clinton administration.
This book analyzes the issues surrounding civilian national service policy from a fresh and original perspective. The author connects national service programs to the political theories of civic republicanism and communitarianism, assesses the practical consequences of these theories, and examines past youth service programs such as the CCC and Peace Corps to see if they are appropriate models or ideals for a national program. Gorham engages the issue of compulsory versus voluntary service and questions whether service tasks can instill a sense of "citizenship" in young people, as defenders of the program claim. Using the work of Michel Foucault, Charles Taylor, Carole Pateman, and others, he suggests that national service, as presently planned, will not create the "citizen" so much as a post-industrial and gendered subject. In the concluding chapters, he presents an argument for a democratic national service and offers an alternative program for policymakers to consider.
“Schiffrin evokes the bittersweet tang of émigré life in New York.” —The New York Times Book Review André Schiffrin was born the son of one of France’s most esteemed publishers, in a world peopled by some of the day’s leading writers and intellectuals, such as André Gide, Jean-Paul Sartre, and Antoine de Saint-Exupéry. But this world was torn apart when the Nazis marched into Paris on young André’s fifth birthday. Beginning with the family’s dramatic escape to Casablanca—thanks to the help of the legendary Varian Fry—and eventually New York, A Political Education recounts the surprising twists and turns of a life that saw Schiffrin become, himself, one of the world’s most respected publishers. Emerging from the émigré community of wartime New York (a community that included his father’s friends Hannah Arendt and Helen and Kurt Wolff), he would go on to develop an insatiable appetite for literature and politics: heading a national student group he renamed the Students for a Democratic Society—the SDS . . . leading student groups at European conferences, once, as an unwitting front man for the CIA . . . and eventually being appointed by Random House chief Bennett Cerf to head the very imprint cofounded by his father—Pantheon. There, he would discover and publish some of the world’s leading writers, including Noam Chomsky, Michel Foucault, Art Spiegelman, Studs Terkel, and Marguerite Duras. But in a move that would make headlines, Schiffrin would ultimately rebel at corporate ownership and form his own publishing house—The New Press—where he would go on to set a new standard for independent publishing. A Political Education is a fascinating intellectual memoir that tells not only the story of a unique and important figure, but of the tumultuous political times that shaped him.
What are the proper aims of education in a liberal democracy? The essayists in this volume bring philosophical, political, and legal reflection to bear on the practical questions of how education should be changed for the 21st century.
Educational Change and the Political Process brings together key ideas on both the system of educational policy and the policy process in the United States. It provides students with a broad, methodical understanding of educational policy. No other textbook offers as comprehensive a view of the U.S. educational policy procedure and political systems. Section I discusses the actors and systems that create and implement policy on both the federal and the local level; Section II walks students through the policy process from idea to implementation to evaluation; and Section III delves into three major forces driving the creation of educational policies in the current era—accountability, equity, and market-driven reforms. Each chapter provides case studies, discussion questions, and classroom activities to scaffold learning, as well as a bibliography for further reading to deepen exploration of these topics.
In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms. In the wake of World War II, a coalition of thinkers gained dominance in U.S. policymaking. They identified educational opportunity as the ideal means of addressing racial and economic inequality by incorporating individuals into a free market economy. The passage of the Elementary and Secondary Education Act (ESEA) in 1965 secured an expansive federal commitment to this goal. However, when social problems failed to improve, the underlying logic led policymakers to hold schools responsible. Moak documents how a vision of education as a panacea for society's flaws led us to turn away from redistributive economic policies and down the path to market-based reforms, No Child Left Behind, mass school closures, teacher layoffs, and other policies that plague the public education system to this day.
The growing field of political education through environmental issues is organized around processes, which reach beyond the formal ones found in academic disciplines and national curricula into informal processes (such as social mobilization) and nonformal processes (such as those found in various international educational recommendations). Using theoretical approaches from the fields of political philosophy and the social sciences, this book develops a simultaneously conceptual and analytical framework for the political in educational content involving environmental issues. This framework is then used to empirically analyze educational content on sustainable development formulated by UNESCO, as well as the Tunisian curriculum. The theoretical and empirical studies carried out in this book lead to proposed curriculum tags for political education through environmental issues, with the intent of opening this field to inclusion in the didactics of curriculum research.