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Acknowledgments | |
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Prologue: Learning Power | |
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Unjust Schools | |
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Still Separate and Still Unequal | |
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"Steps On Freedom Road": An Activist" Public | |
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Elaborating the Argument: Social Inquiry and Grassroots Organizing | |
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The Limits of School Reform | |
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Preserving Advantage/Preserving Inequality | |
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Equity Reform at Wilson | |
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What Went Wrong? | |
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The Limits of Enlightenment as a Change Strategy | |
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Reform that Changes Little | |
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Participatory Social Inquiry: What John Dewey Offers Equity Reformers | |
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Dewey On Equality | |
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A Revitalized Public | |
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Towards an Educative Politics | |
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The Legacy of Dewey's Educative Politics for Contemporary School Reform | |
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Social Design Experiments | |
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Futures: Students Disrupting High School Inequality | |
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The Futures Project | |
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Participatory Social Inquiry | |
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What Happened to Futures? | |
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Gains Through Struggle | |
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Transforming Students But Not Schools | |
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Teaching to Change Los Angeles: Teachers Bringing Social Justice to Urban Classrooms | |
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Teacher Inquiry | |
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Teaching to Change LA | |
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Building Power: What Grassroots Organizing Offers Equity Reformers | |
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Social Movements | |
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Grassroots Organizing | |
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The Roots of Contemporary Organizing | |
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Participatory Social Inquiry and Organizing | |
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Lessons for School Reform | |
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Alliances for Equity | |
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Parent-U-Turn: Parents Organized for Inquiry and Action | |
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Organized Parents as a Site for Participatory Social Inquiry | |
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Power to Hold the Powerful Accountable | |
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Taking Collective Action | |
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What Has Parent-U-Turn Accomplished? | |
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The Educational Justice Collaborative: Activist Groups Working Together for Equitable Schools | |
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The Development of the Educational Justice Collaborative | |
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Organizing as a Site for Participatory Social Inquiry | |
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Adopting a Critical Stance | |
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Constructing a Transformative Goal | |
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Building Relational Power and Identity | |
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Taking Collective Action | |
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What Has the Educational Justice Collaborative Achieved? | |
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Beyond Williams | |
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Making Schools and Society Just: The Power of Inquiry and Organizing | |
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Inequality and the Logic of Schooling | |
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Revitalizing the Public's Democratic Imagination | |
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What Constitutes Evidence of Successful Inquiry and Organizing? | |
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Optimism and Considerable Caution | |
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Taking "Many and Long Steps" | |
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Notes | |
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References | |
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Index | |
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About the Authors | |