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Segregated Schools: Educational Apartheid in Post-Civil Rights America (Positions: Education, Politics, and Culture) Paperback

ISBN-13: 978-0415951166 ISBN-10: 041595116X Edition: New edition

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Segregated Schools: Educational Apartheid in Post-Civil Rights America (Positions: Education, Politics, and Culture) + Political Agendas for Education: From Change We Can Believe In to Putting America First (Sociocultural, Political, and Historical Studies in Education)
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Product Details

  • Series: Positions: Education, Politics, and Culture
  • Paperback: 232 pages
  • Publisher: Routledge; New edition edition (September 1, 2005)
  • Language: English
  • ISBN-10: 041595116X
  • ISBN-13: 978-0415951166
  • Product Dimensions: 7.8 x 5 x 0.5 inches
  • Shipping Weight: 8 ounces (View shipping rates and policies)
  • Average Customer Review: 3.5 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #461,056 in Books (See Top 100 in Books)

Editorial Reviews

Review

Segregated Schools is one of the best accounts we have, not only of the shameless legacy and effects of racism in our nation's schools, but also of the underlying structural and ideological conditions that make it possible. Every student, teacher, parent, citizen, and all those concerned about racial and class segregation, as well as the fate of democracy in the 21st century, should read this book.
–Henry Giroux Global Television Network Chair in Communication Studies and English, McMaster University

Paul Street sounds the alarm: America's commitment to racial integration in public education is dead. This stunning acknowledgment coming more than 50 years after the historic Brown decision represents a major reversal in America's journey toward racial equality. Street helps us to understand how and why this reversal has occurred and what the implications are for allowing the poorest and most disadvantaged students to be concentrated in the worst schools with the least funding. Street's book is a sobering wake-up call.
–Pedro Noguera Professor, Steinhardt School of Education, New York University

About the Author

Paul Street served as Vice President for Research and Planning at the Chicago Urban League from 2000 to 2005 and is a Visiting Professor of History at Northern Illinois University.

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Most Helpful Customer Reviews

Format: Hardcover
Paul Street is a historian; an honest researcher who is incredibly thorough and pithy. I assure you that Jonathan Kozol would be supportive of the information presented here as he has witnessed it first hand. Some dislike Street b/c he doesn't pursue status in academia b/c to do so would cost integrity in his work in favor of kissing the arse of the insular world of academic hierarchy of privilege and power. He is a consistent and on point critic of the status quo and those who profit from it. If you care about the black community, human rights, equality, and the humanity of our country as a whole then this book will be useful to you.
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4 of 7 people found the following review helpful By AmericanDreamer on November 3, 2009
Format: Paperback
As someone who has read a lot on the topics of inequities in educational opportunity and segregation by class and race in our schools, I don't think this book, written by a former Chicago Urban League official, contributed much useful to the literature. It is written primarily from a sociological point of view which, while it offers some useful insights, represents ground covered often elsewhere and more effectively. (For pathbreaking sociological analysis of educational opportunity, James Coleman's 1966 Equality of Educational Opportunity report has not been topped; William Julius Wilson has also done outstanding work on opportunity structures writing from this tradition). Jonathan Kozol, writing from primarily a journalistic point of view in Savage Inequalities, covered similar ground in an emotionally and humanly compelling way.

Street's analysis is unenlightening and at times sloppy, often and inexcusably, for example, conflating references to social class and race-based inequities. The secondary sources cited are relatively few, narrow, and generally weak, with few primary sources or original research. Street ends up undeclared on whether school integration is on balance a good idea, supports funding equity as necessary but not sufficient to achieve equality of educational opportunity, and is tepidly supportive of reducing residential segregation without proposing means to do that. He strikes this reader as generally stuck in a 1960s time warp rhetorically (the US war in Vietnam, which for reader reference I believe was a mistake, was "racist" and "neocolonial" in his view, assertions likely to alienate some readers who might otherwise be more open to his thinking and arguments; "capitalism" is castigated as if it were a single phenomenon taking identical form everywhere).
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