Description

Book Synopsis
Almost fifty years after Brown v Board of Education, research shows that minority students continue to receive an unequal education. At the heart of this inequality is a complex and often conflicted relationship between teachers and civil rights activists. This title traces the tensions between the two groups in New York City over the years.

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 Paperback / softback 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: The University of Chicago Press
      Publication Date: 08/06/2012
      ISBN13: 9780226660721, 978-0226660721
      ISBN10: 0226660729
      Also in:
      Social and cultural history Civics and citizenship Teaching staff / Educators

      Description

      Book Synopsis
      Almost fifty years after Brown v Board of Education, research shows that minority students continue to receive an unequal education. At the heart of this inequality is a complex and often conflicted relationship between teachers and civil rights activists. This title traces the tensions between the two groups in New York City over the years.

      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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