Books on the topic 'Schooling spaces'

This book chronicles the response of the Puerto Rican community in Chicago to the urban decay in which they were forced to live, work, and especially learn. Puerto Rican Chicago: Schooling the City, 1940–1977 demonstrates that the work begun by schooling agents in Puerto Rico in 1898 was continued by Chicago officials after 1940. The book offers a historical reading of how the Puerto Rican community acknowledged and confronted the intricate ways their claim to space in Chicago was linked to schooling inequalities and challenges. The complex ways in which Puerto Ricans began to utilize print culture while working across ethnic, racial, and gender differences in order to lay claim to and transform social spaces through community activism are explored in the text. Young women, and youth in general, were instrumental in the development of activist communities, challenging patriarchy-centered histories and theorizations of the migratory and settlement patterns adopted by Puerto Ricans in the diaspora. By highlighting the lives of young Chicago Puerto Rican women in particular—as their participation moved them beyond the traditional domestic sphere, in which they had been consigned to roles as wives or as domestic workers, and into the public sphere, where they assumed positions as community leaders, schoolteachers/administrators, and students—Puerto Rican Chicago deepens our understanding of women as political subjects. Indeed, the increased participation of young women set the stage for broader community mobilization.

Schooling Diaspora relates the previously untold story of female education and the overseas Chinese in British Malaya and Singapore, traversing more than a century of British imperialism, Chinese migration, and Southeast Asian nationalism. This book explores the pioneering English- and Chinese-language girls’ schools in which these women studied and worked, drawing from school records, missionary annals, colonial reports, periodicals, and oral interviews. The history of educated overseas Chinese girls and women reveals the surprising reach of transnational female affiliations and activities in an age and a community that most accounts have cast as male dominated. These women created and joined networks in schools, workplaces, associations, and politics. They influenced notions of labor and social relations in Asian and European societies. They were at the center of political debates over language and ethnicity and were vital actors in struggles over twentieth-century national belonging. Their education empowered them to defy certain sociocultural conventions in ways that school founders and political authorities did not anticipate. At the same time, they contended with an elite male discourse that perpetuated patriarchal views of gender, culture, and nation. Even as their schooling propelled them into a cosmopolitan, multi-ethnic public space, Chinese girls and women in diaspora often had to take sides as Malayan and Singaporean society became polarized—sometimes falsely—into mutually exclusive groups of British loyalists, pro-China nationalists, and Southeast Asian citizens. They negotiated these constraints to build unique identities, ultimately contributing to the development of a new figure: the educated transnational Chinese woman.

This book shows how cities can be places of opportunity rather than places with problems. With strongly revived cities and suburbs, working as places that serve all their residents, metropolitan areas will thrive, thus making the national economy more productive, the environment better protected, the citizenry better educated, and the society more reflective, sensitive, and humane. The book argues that America has been in the habit of abusing its cities and their poorest suburbs, which are always the first to be blamed for society's ills and the last to be helped. As federal and state budgets, regulations, and programs line up with the interests of giant corporations and privileged citizens, they impose austerity on cities, short-change public schools, make it hard to get nutritious food, and inflict the drug war on unlucky neighborhoods. Frustration with inequality is spreading. Parents and teachers call persistently for improvements in public schooling, and education experiments abound. Nutrition indicators have begun to improve, as rising health costs and epidemic obesity have led to widespread attention to food. The futility of the drug war and the high costs of unwarranted, unprecedented prison growth have become clear. The text documents a positive development: progressive politicians in many cities and some states are proposing far-reaching improvements, supported by advocacy groups that form powerful voting blocs, ensuring that Congress takes notice. When more cities forcefully demand enlightened federal and state action on these four interrelated problems—inequality, schools, food, and the drug war—positive movement will occur in traditional urban planning as well, so as to meet the needs of most residents for improved housing, better transportation, and enhanced public spaces.

115 entries The Oxford Encyclopedia of Curriculum Studies (OECS) addresses the central question of Curriculum Studies as: What is worthwhile? The articles show how the public, personal and educational concerns about composing lives are the essence of curriculum. Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the OECS treats curriculum as definitely central to schooling, it also shows how curriculum scholars also work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world. Thus, while OECS treats perennial curriculum categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. Thus, OECS presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, liberal arts, many OECS articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more. To provide such perspectives, articles draw upon diverse scholarly traditions in addition to (though including) established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations (often drawn from neglected work Asia, the Global South, Aboriginal regions, and other often excluded realms) reveal positions that counter official or dominant neo-liberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs.

Justice Across Ages is a book about how we should respond to inequalities between people at different stages of their lives. Age structures our social institutions, relationships, obligations, and entitlements. There is an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each stage of life also corresponds to specific forms of social risks and vulnerabilities. As a result, inequalities between age groups and generations are numerous and multidimensional. And yet, political theorists have spared little time thinking about how we should respond to these disparities. Are they akin to those patterned on gender or race? Or is there something relevantly distinctive about them that mitigates the need for concern? These questions and others are answered in this book and a theory of justice between co-existing generations is proposed. Age structures our lives and societies. It shapes social institutions, roles, and relationships, as well as how we assign obligations and entitlements within them. There is an age for schooling, an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each life-stage also brings its characteristic opportunities and vulnerabilities, which spawn multidimensional inequalities between young and old. How should we respond to these age-related inequalities? Are they unfair in the same way that gender or racial inequalities often are? Or is there something distinctive about age that should mitigate ethical concern? Justice Across Ages addresses these and related questions, offering an ambitious theory of justice between age groups. Written at the intersection of philosophy and public policy, the book sets forth ethical principles to guide a fair distribution of goods like jobs, healthcare, income, and political power among persons at different stages of their life. Drawing on a range of practical cases, the book deploys normative tools to distinguish objectionable instances of inequalities from acceptable ones and in so doing, critically assesses a range of policy remedies. At a time where young people are starkly under-represented in legislatures and subject to disproportionally high unemployment rates, the book moves from foundational theory to the specific policy reforms needed today. As moral and political philosophers have noted, it can be tempting to assume that age-based inequalities are morally trouble free, since over the course of a complete life, a person moves through each age groups. Yet, Justice Across Ages argues that we should resist this assumption. In particular, we should regard with suspicion commonplace and widely tolerated forms of age-based social hierarchy, such as the infantilization of young adults and older citizens, the political marginalization of teenagers and young adults, the exploitation of young workers through precarious contracts and unpaid internships, and the spatial segregation of elderly persons. If we ever are to live in a society where people are treated as equals, we must pay vigilant attention to how age membership can alter our social standing. This position carries important implications for how we should think about the political and moral value of equality, design our social and political institutions, and conduct ourselves in a range of contexts that includes families, workplaces, and schools.