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What he is hoping for with the publication of this book is that you can learn from his mistakes and successes so that you can achieve mastery as soon as possible. Take his advice. It is freely given, sincere, and right on the money. Alphonse Kolodziejczak 2007
In the 1960s and 1970s, the Welfare Rights Movement organized at both local and national levels, advocating for poor people’s inclusion, dignity, and autonomy. We Are Each Other’s Business examines Black women’s leadership within the Chicago Welfare Rights Movement, recasting their consumer activism as a form of Black feminist technology. Nicole M. Brown calls for understanding the Black women of the Welfare Rights Movement as sophisticated strategists who engaged the tensions among capitalism, consumerism, and economic liberation. She analyzes Black women’s engagement with consumer credit, tracing how they linked consumption with citizenship and critiqued the state’s treatment of the poor. Brown offers a radical reframing of the struggle between Black women and the state as a battle of technologies, showing how Black women challenged “algorithmic assemblages of race, class, and gender” and “analog algorithms of poverty.” She also shows how racism, sexism, and classism stifled opportunities for alliances: although the Welfare Rights Movement converged with consumer and women’s rights movements, white and middle-class activists were unwilling to recognize poor Black women as fellow political actors. Bringing together historical sociology, computational methods, and intersectional Black feminist theory, We Are Each Other’s Business offers innovative and generative insights into Black women’s struggle for political and economic equity.
Drawing on archival as well as rich interview material, John F. Lyons examines the role of Chicago public schoolteachers and their union, the Chicago Teachers Union (CTU), in shaping the policies and practices of public education in Chicago from 1937 to 1970. From the union's formation in 1937 until the 1960s, the CTU was the largest and most influential teachers' union in the country, operating in the nation's second largest school system. Although all Chicago public schoolteachers were committed to such bread-and-butter demands as higher salaries, many teachers also sought a more rigorous reform of the school system through calls for better working conditions, greater classroom autonomy, more funding for education, and the end of political control of the schools. Using political action, public relations campaigns, and community alliances, the CTU successfully raised members' salaries and benefits, increased school budgets, influenced school curricula, and campaigned for greater equality for women within the Chicago public education system. Examining teachers' unions and public education from the bottom up, Lyons shows how teachers' unions helped to shape one of the largest public education systems in the nation. Taking into consideration the larger political context, such as World War II, the McCarthy era, and the civil rights movements of the 1960s, this study analyzes how the teachers' attempts to improve their working lives and the quality of the Chicago public school system were constrained by internal divisions over race and gender as well as external disputes between the CTU and the school administration, state and local politicians, and powerful business and civic organizations. Because of the obstacles they faced and the decisions they made, unionized teachers left many problems unresolved, but they effected changes to public education and to local politics that still benefit Chicago teachers and the public today.