MARC Record from Marygrove College

LEADER: 06189cam a22009494a 4500
001 ocm48450945
003 OCoLC
005 20191109072958.9
008 011113s2002 nju b 001 0 eng
010 $a 2001058001
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035 $a(OCoLC)48450945$z(OCoLC)55758315$z(OCoLC)1022673212
042 $apcc
043 $an-us---
050 00 $aLB1570$b.B52 2002
082 00 $a375/.001/0973$221
084 $a5,3$2ssgn
084 $aDU 2002$2rvk
084 $aDV 2850$2rvk
049 $aMAIN
100 1 $aBinder, Amy J.,$d1964-
245 10 $aContentious curricula :$bAfrocentrism and creationism in American public schools /$cAmy J. Binder.
260 $aPrinceton, N.J. :$bPrinceton University Press,$c©2002.
300 $axi, 307 pages ;$c24 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aPrinceton studies in cultural sociology
504 $aIncludes bibliographical references (pages 285-295) and index.
505 0 $aIntroduction to Afrocentrism and Creationism, challenges to educational "injustice" -- The challengers -- History of the three Afrocentric cases: Atlanta, Washington, D.C., and New York State -- Cultural, political, and organizational factors influencing Afrocentric outcomes -- History of the four Creationist cases: Louisiana State; California State; Vista, California; and Kansas State -- Cultural, political, and organizational factors influencing Creationist outcomes -- Making more institutional the study of change.
520 1 $a"This book compares two challenges made to American public school curricula in the 1980s and 1990s. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements." "Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies - inner-city African American cultural essentialists and predominately white suburban Christian conservatives - Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents." "Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert."--Jacket.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aCurriculum change$zUnited States.
650 0 $aSocial movements$zUnited States.
650 0 $aAfrocentrism$xStudy and teaching$zUnited States.
650 0 $aCreationism$xStudy and teaching$zUnited States.
650 6 $aProgrammes d'études$xChangements$zÉtats-Unis.
650 6 $aMouvements sociaux$zÉtats-Unis.
650 6 $aAfro-centrisme$xÉtude et enseignement$zÉtats-Unis.
650 6 $aCréationnisme$xÉtude et enseignement$zÉtats-Unis.
650 7 $aAfrocentrism$xStudy and teaching.$2fast$0(OCoLC)fst00800059
650 7 $aCreationism$xStudy and teaching.$2fast$0(OCoLC)fst00882412
650 7 $aCurriculum change.$2fast$0(OCoLC)fst00885362
650 7 $aSocial movements.$2fast$0(OCoLC)fst01122657
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aProgrammes d'études$xChangements$zÉtats-Unis.$2ram
650 7 $aAfrocentrisme$xÉtude et enseignement$zÉtats-Unis.$2ram
650 7 $aMouvements sociaux$zÉtats-Unis.$2ram
650 7 $aCréationnisme$xÉtude et enseignement$zÉtats-Unis.$2ram
650 7 $aNationalisme noir$zEtats-Unis.$2ram
650 7 $aEcoles publiques$zEtats-Unis.$2ram
650 07 $aSchöpfungsglaube.$2swd
650 07 $aÖffentliche Schule.$2swd
650 07 $aCurriculumreform.$2swd
650 07 $aAfrozentrismus.$2swd
651 7 $aUSA.$2swd
830 0 $aPrinceton studies in cultural sociology.
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/toc/prin031/2001058001.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/description/prin021/2001058001.html
856 41 $3University of Alberta Access$uhttp://search.ebscohost.com/login.aspx?direct=true&db=sih&jid=8VZM&site
938 $aBaker & Taylor$bBKTY$c47.50$d47.50$i0691091803$n0003753406$sactive
938 $aBaker & Taylor$bBKTY$c24.95$d24.95$i069111790X$n0004395408$sactive
938 $aBaker and Taylor$bBTCP$n2001058001
938 $aYBP Library Services$bYANK$n2053919
994 $a92$bERR
976 $a31927000743838