Race, Class, and Power in School Restructuring
Race, Class, and Power in School Restructuring by Pauline Lipman, published by SUNY Press in February 1998, offers a critical examination of educational reforms aimed at improving the experiences of low-achieving African American students. This edition spans 334 pages and is presented in English. The book challenges prevailing beliefs about the effectiveness of teacher collaboration and professional development, emphasizing the importance of understanding the political and ideological contexts surrounding educational changes.
Readers will find a detailed exploration of two junior high schools undergoing restructuring within a single district, highlighting how teachers’ ideologies, along with the complexities of race and class, influence educational outcomes. The narrative includes powerful portrayals of educators who strive to create culturally responsive and empowering learning environments. Through this lens, the book critiques existing restructuring efforts while suggesting pathways for meaningful reform in educational practices and policies for African American students.
Official synopsis Publisher
This book challenges common assumptions about the efficacy of teacher collaboration, empowerment, and professional development to improve the educational experiences of low-achieving African American students without engaging the political and ideological contexts in which reforms take place. Written in a clear, engaging style, the book tells the story of two restructuring junior high schools in a single district, and how teachers ideologies and race, class, and power contradictions in the schools, school district, and city shaped outcomes. Although the book is a critique of restructuring, powerful portraits of teachers who create culturally responsive and empowering educational experiences demonstrate the potential to reform educational practices and policies for African American students and suggest a direction for transforming schools.
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