Böcker av Theresa Perry

In 2005, famed civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for acampaignto guarantee a quality education for all children as a constitutional righta movement that would ';transform current approaches to educational inequity, all of which have failed miserably to yield results for our children.' The response was passionate, and the meeting launched a movement.This bookemerging directly from that effortreports on what has happened since and calls for a new scale of organizing, legal initiatives, and public definitions of what a quality education is. Essays include Robert Moses's historically rooted call for citizens, especially young people, to make the demand for quality education Ernesto Cortes's view from decades of work organizing Latino communities in Texas Charles Payne's interview with students from the Baltimore Algebra Project, who organized to make historic demands on their district Legal scholar Imani Perry's nuanced analysis of the prospects of making a case for quality education as a right guaranteed by the Constitution Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by teachers Alicia Caroll and Kim Parker, who provide examples of what quality education is, describing its goal, and how to guide practice in the meantime

"Freedom's Plow" is the first volume designed to provide teachers and teachers-in-training with the practical resources they need to make their teaching practice and classrooms more multicultural. Parts II and III present the voices and experiences of teachers from first grade to college level who are actually engaged in multicultural teaching efforts. The contributors examine what redefining their practice as multicultural has meant for their work in terms of content, pedagogy, power and indeed their own attitudes and values. The volume concludes by focusing on the power arrangements, perspectives and personnel policies needed if schools are to emerge as truly multicultural, multiethnic democracies.