Acknowledgments
Introduction: Unlocking the Golden Door
and Unpacking the Great School Myth
1 New York City’s Racial and Educational Terrain
2 Resources, Riots, and Race: The Gary Plan
and the Harlem
3 Resource Equalization and Citizenship Rights
4 Contesting Curriculum: Hebrew and African American History
5 Multicultural Curriculum,
and Group Identities
6 Racism, Resistance, and Racial Formation
in the Public Schools
7 The Foreseeable Split: Ocean Hill–Brownsville and Jewish and African
American Relations Today
Conclusion: The Future of Minority Education
and Related Scholarship
Methodological Appendix
Notes
Bibliography
Index
Price (paper):$25.95 Price (cloth):$44.95 Subtitle:Jewish and
African American Struggles in New York City Author: Melissa
F. Weiner Subject:African
American,Jewish
Studies Paper ISBN: 978-0-8135-5351-1 Cloth ISBN: 978-0-8135-4772-5 Pages:
240 pages Publication Date: July 2010
Praise:
"Weiner’s book documents an important and heartbreaking history and offers some hard lessons for activists today. Highly recommended."
—Choice, May 2011
"Just when you thought there was nothing
left to say about race and American education, Melissa F.Weiner comes
along to prove you wrong. By comparing black and Jewish protesters in
New York City, Weiner sheds new light upon both groups-and, best of
all, upon the shadowy racial politics of twentieth-century
schools."
—Jonathan Zimmerman, Professor of Education & History,
NYU, and author of Whose America?
Culture Wars in the Public Schools
"The power of parent organizing as a
means to reform schools and make them more responsive to the
communities they serve has been under-appreciated largely because the
history of past efforts has not been well documented. With this
detailed account of the experience of Black and Jewish parents in New
York City, Weiner has provided new and profound insights into how and
why parents can be a tremendous resource for educational change."
—Pedro Noguera, New York University Steinhardt School Description:
Accounts of Jewish immigrants usually
describe the role of education in helping youngsters earn a higher
social position than their parents. Melissa F. Weiner argues that New
York City schools did not serve as pathways to mobility for Jewish or
African American students. Instead, at different points in the city’s
history, politicians and administrators erected similar racial barriers
to social advancement by marginalizing and denying resources that other
students enjoyed. Power, Protest, and the Public Schools explores how
activists, particularly parents and children, responded to inequality;
the short-term effects of their involvement; and the long-term benefits
that would spearhead future activism. Weiner concludes by considering
how today’s Hispanic and Arab children face similar inequalities within
public schools. About the Author:
