Teachers' Rights versus Students' Rights: Race and Professional Authority in the New York City Public Schools, 1960-1986

Autor/in	D'Amico, Diana
Titel	Teachers' Rights versus Students' Rights: Race and Professional Authority in the New York City Public Schools, 1960-1986
Quelle	In: American Educational Research Journal, 53 (2016) 3, S.541-572 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216646193
Schlagwörter	Teacher Rights; Student Rights; Urban Schools; Public Schools; Educational History; Race; Professional Identity; Unions; Racial Attitudes; Racial Differences; Teacher Education Programs; Educational Policy; Teacher Educators; Administrators; African Americans; Hispanic Americans; Activism; Educational Change; Barriers; Resistance to Change; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Rasse; Abstammung; Rassenfrage; Rassenunterschied; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Afroamerikaner; Hispanic; Hispanoamerikaner; Aktivismus; Politischer Protest; Bildungsreform
Abstract	In 1968, New York City's unionized teachers participated in three separate strikes that spanned two school years. Teachers clashed with Black parents and activists who called for community control as both groups sought authority and recognition in the schools. Racialized assumptions in place before and extending beyond the labor skirmish infused teachers' professional identity as well as how they understood their students and the communities they served. This article provides a history of how constructions of Blackness and Whiteness permeated teacher preparation programs, administrative policies, and the teachers' union, in turn delimiting teachers' collective professional persona. This historical analysis provides a framework to understand the persistent strains between social institutions and the communities they serve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01