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Foreword | |
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Preface | |
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Introduction: Institutional Inequity in Multicultural School Communities | |
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Overview of the Chapters | |
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School Communities: Real and Imagined | |
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Historical Perspectives on the Role of Minority Communities | |
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Current Demographics: Implications for European American Hegemony | |
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Diversity Within Minority Communities | |
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Immigrant Families and Communities | |
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Indigenous Families and Communities | |
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The Socioeconomic Structure | |
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Life World Gap | |
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Decentering Color Blindness | |
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Multicultural Communities and the Contested Effects of Schooling | |
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Functionalist Images of Teaching and Learning | |
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Conflicts View of Schooling | |
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Interpretive Views of Schooling | |
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Critical Views of Schooling | |
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Concluding Remarks | |
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Racial Conflict in a Divided Community: An Illustrative Case Study of Sociopolitical Conflict | |
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Land of Oz or Alien Nation? An Illustrative Case Study of School Community Conflict | |
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Conceptual Framework and Rationale | |
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Schools as Political Systems | |
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The School Community Context | |
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An Unauthorized Act or a Justified Student Protest? | |
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The Jefferson Tradition | |
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Trouble in the Land of Oz | |
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Maintaining Order and Discipline: The Logic of Bureaucratic Control | |
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Protecting the Land of Oz | |
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Framing the Protest: Individual Pathology or Political Act? | |
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The Facts: Telling Partial Stories, Revealing Partial Truths | |
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Magnifying Dangers, Justifying Control | |
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Administrative Loyalty and Teamwork in Times of Uncertainty | |
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Framing the Problem to Win the Battle | |
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Pressure for Action Amid Escalating Fear | |
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An Alien Nation and a Dream Deferred | |
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Alienation Born of Marginalization: The Logic of Resisting Inequity | |
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Solidarity, Coalition Building, and Mobilization | |
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Creating Disorder: The Power of Public Protest | |
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Maintaining Control Amid Public Chaos | |
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The Power of the Media and Public Aversion | |
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Toward Deliberation and Communication | |
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Reclaiming Institutional Character | |
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Concluding Remarks | |
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Color-Blind Institutionalism and the Logic of Rational Distrust | |
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The Logic of Trust and Rational Distrust | |
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Trust and Familiarity | |
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The Politics of Univeralism: The Logic of Difference-Blind Policies and Practices in Schools | |
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Difference-Blind Institutionalism in Schools | |
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Difference Doesn't Matter: Silencing Race and Ethnicity in Schools | |
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Avoiding Issues of Difference in Decision Making | |
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The Politics of Difference: Rethinking the Universalist Stance | |
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Constructions of Difference: Schematic Thinking and Problems of Perception | |
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Cognitive Constructions: Unpacking the Role Schema | |
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Surfacing Distorted Schemas and Everyday Bias | |
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Distorted Schemas in Multiracial and Multicultural Schools | |
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Distorted Schemas and Acts of Resistance in Schools | |
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The Logic of Resistance: The Dissolution of Trust in Jefferson Heights | |
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Trust as a Social Contract | |
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The Other Side of the Social Contract | |
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Being Treated as Legitimate Members of the Community | |
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Caring for Children in the School | |
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Educating Children | |
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Rejecting Social Stereotypes | |
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Accepting Responsibility for Inequities in the System | |
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Concluding Remarks | |
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The Roots of Institutionalized Inequity | |
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Institutional Thinking: The Operating Scripts of Legitimation in Schools | |
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What Is a Public Institution? | |
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The Process of Institutionalization | |
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Institutionally Sanctioned Systems of Inequity | |
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American History: The Sedimented Roots of Institutional Inequity | |
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Images of White Superiority and Goodness | |
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White Dominance, White History | |
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Reframing His-story | |
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Redressing Bias: Creating a Parallel, Multicultural Curriculum | |
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Institutionalized Construction of Racial Hierarchy | |
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Constructing Thomas Jefferson: Acts of Omission | |
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Institutionalized Logic of Racial Hierarchy | |
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Sustaining Racial Domination | |
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Institutionalized Racism in Communities | |
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Defining Institutional Racism | |
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Maintaining Racial and Ethnic Hierarchy Through Segregation | |
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Rationalizing Systems of Discrimination | |
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Sustaining Patterns of Segregation and Hierarchy in Schools | |
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Separate and Unequal: Structuring Inequity | |
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Bureaucratic Control: Unpacking the Established Logic | |
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Norms of Stability | |
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Norms of Hierarchy | |
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Countering the Normative Logic of Bureaucratic Systems | |
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Logics of Inequity in Schools: More Lessons from Jefferson Heights | |
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The Logic of Racial Segregation in School Communities | |
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The Logic of Hierarchy in School Communities | |
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Norms of Closed Decision Making | |
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Norms of Privileging and Excluding Parents | |
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Norms of Preferential Hiring Practices | |
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Norms of Sorting and Segregating Students in Schools and Classrooms | |
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The Lingering Myth of Universal Fairness | |
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Norms of Silence on Racial and Ethnic Issues | |
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Norms of Silence in Teaching and Learning | |
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Concluding Remarks | |
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The Logic of Collective Sensemaking | |
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Recapturing the Purposes of Public Sensemaking in Schools | |
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Putting the "Public" Back in Public Education | |
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Rethinking Conflicts in Classrooms | |
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Seeing Schools Through Children's Eyes | |
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Challenging National and State Control in Local Education | |
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Deinstitutionalizing the Logic of Closed Systems | |
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From the Logic of Mechanical Control to a Logic of Critical Inquiry | |
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Opening Schools to Corrective Feedback | |
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From Maintaining Roles to Entering Relationships: Rethinking Alliances Between Schools and Communities | |
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Reframing Leadership: A Socially Critical Stance | |
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Rethinking Relationships Between Classrooms and Communities | |
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Bringing Communities Together | |
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Understanding Culture | |
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Prejudice Reduction | |
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Talking Across Differences | |
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Postscript: Jefferson Heights and Lessons Learned | |
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Implications for Teacher and Administrator Preparation Programs | |
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The Case Study of Jefferson Heights: Methodological Framework | |
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Deconstructing Prejudice Through Videos | |
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Index | |