9780814783078-0814783074-Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education

Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education

ISBN-13: 9780814783078
ISBN-10: 0814783074
Edition: Illustrated
Author: Jeanne Theoharis, Gaston Alonso, Noel S. Anderson, Celina Su
Publication date: 2009
Publisher: NYU Press
Format: Hardcover 304 pages
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Book details

ISBN-13: 9780814783078
ISBN-10: 0814783074
Edition: Illustrated
Author: Jeanne Theoharis, Gaston Alonso, Noel S. Anderson, Celina Su
Publication date: 2009
Publisher: NYU Press
Format: Hardcover 304 pages

Summary

Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education (ISBN-13: 9780814783078 and ISBN-10: 0814783074), written by authors Jeanne Theoharis, Gaston Alonso, Noel S. Anderson, Celina Su, was published by NYU Press in 2009. With an overall rating of 4.5 stars, it's a notable title among other Urban (Sociology, Student Life, Schools & Teaching) books. You can easily purchase or rent Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education (Hardcover) from BooksRun, along with many other new and used Urban books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

"Our schools suck." This is how many young people of color call attention to the kind of public education they are receiving. In cities across the nation, many students are trapped in under-funded, mismanaged and unsafe schools. Yet, a number of scholars and of public figures like Bill Cosby have shifted attention away from the persistence of school segregation to lambaste the values of young people themselves. Our Schools Suck forcefully challenges this assertion by giving voice to the compelling stories of African American and Latino students who attend under-resourced inner-city schools, where guidance counselors and AP classes are limited and security guards and metal detectors are plentiful—and grow disheartened by a public conversation that continually casts them as the problem with urban schools.

By showing that young people are deeply committed to education but often critical of the kind of education they are receiving, this book highlights the dishonesty of public claims that they do not value education. Ultimately, these powerful student voices remind us of the ways we have shirked our public responsibility to create excellent schools. True school reform requires no less than a new civil rights movement, where adults join with young people to ensure an equal education for each and every student.

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