MARC Record from Marygrove College

LEADER: 04736cam a2200745 i 4500
001 ocn758383391
003 OCoLC
005 20191109072847.8
008 111219s2012 mau b 001 0 eng
010 $a 2011048024
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050 00 $aLC1091$b.L39 2012
060 4 $a370.115 L665n
082 00 $a370.11/5$223
084 $aDV 2850$2rvk
084 $a5,3$2ssgn
049 $aMAIN
100 1 $aLevinson, Meira,$eauthor.
245 10 $aNo citizen left behind /$cMeira Levinson.
264 1 $aCambridge, Massachusetts :$bHarvard University Press,$c2012.
264 4 $c©2012
300 $a388 pages ;$c21 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aEducational psychology: critical pedagogical perspectives ;$v13
504 $aIncludes bibliographical references and index.
505 0 $aThe civic empowerment gap -- "At school I talk straight" : race talk and civic empowerment -- "You have the right to struggle" : constructing historical counternarrative -- Rethinking heroes and role models -- How to soar in a world you've never seen : making citizenship visible in schools -- The case for action civics -- Democracy, accountability, and education.
520 $aWhile teaching at an all-black middle school in Atlanta, Meira Levinson realized that students' individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson's account challenges not just educators but all who care about justice, diversity, or democracy.
590 $bInternet Archive - 2
590 $bInternet Archive 2
610 27 $aUmschulungswerkstätten für Siedler und Auswanderer$gBitterfeld$2gnd
650 0 $aCitizenship$xStudy and teaching (Middle school)$zUnited States.
650 0 $aDemocracy and education$zUnited States.
650 7 $aDemocracy and education.$2fast$0(OCoLC)fst01743484
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aMiddle school$2gnd
650 7 $aPolitische Bildung$2gnd
650 7 $aRasrelationer$zFörenta Staterna.$2sao
650 7 $aMinoritetsundervisning$zFörenta Staterna.$2sao
710 2 $aHarvard University.$bPress,$epublisher.
830 0 $aEducational psychology: critical pedagogical perspectives ;$v13.
856 41 $3Table of contents$qapplication/pdf$uhttp://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=024645607&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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