Accounts of Jewish immigrants usually describe the role of education in helping youngsters earn a higher social position than their parents. Power, Protest, and the Public Schools 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. It concludes by considering how today's Hispanic and Arab children face similar inequalit
New York City's racial and educational terrain -- Resources, riots, and race: the Gary plan and the Harlem 9 -- Resource equalization and citizenship rights -- Contesting curriculum: Hebrew and African American history -- Multicultural curriculum, representation, and group identities -- Racism, resistance, and racial formation in the public schools -- The foreseeable split: Ocean Hill-Brownsville and Jewish and African American relations today
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