Description

Book Synopsis
Almost fifty years after Brown v Board of Education, a wealth of research shows that minority students continue to receive an unequal education. This title examines a complex relationship between teachers and civil rights activists, which traces the tensions between the two groups in New York City from the Great Depression to the present.

Trade Review
"Uncivil Rights makes a major contribution to our understanding of the often fraught relationship between (mostly white) teachers and (mostly non-white) students in the nation's largest school system. Skillfully framed around changing conceptions of teachers' and students' 'rights' in public schools, this book explains - better than any other - how teachers in New York City first won and then lost recognition of their status as 'professionals' in the classrooms and communities where they work." (Adam Nelson, University of Wisconsin - Madison)"

Uncivil Rights Teachers Unions and Race in the

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    A Hardback by Jonna Perrillo

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      View other formats and editions of Uncivil Rights Teachers Unions and Race in the by Jonna Perrillo

      Publisher: University of Chicago Press
      Publication Date: Publication Date: 6/8/2012 12:00:00 AM
      ISBN13: 9780226660714, 978-0226660714
      ISBN10: 0226660710
      Also in:
      Civics and citizenship Ethnic studies / Ethnicity Teaching staff / Educators

      Description

      Book Synopsis
      Almost fifty years after Brown v Board of Education, a wealth of research shows that minority students continue to receive an unequal education. This title examines a complex relationship between teachers and civil rights activists, which traces the tensions between the two groups in New York City from the Great Depression to the present.

      Trade Review
      "Uncivil Rights makes a major contribution to our understanding of the often fraught relationship between (mostly white) teachers and (mostly non-white) students in the nation's largest school system. Skillfully framed around changing conceptions of teachers' and students' 'rights' in public schools, this book explains - better than any other - how teachers in New York City first won and then lost recognition of their status as 'professionals' in the classrooms and communities where they work." (Adam Nelson, University of Wisconsin - Madison)"

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