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000437494 001__ 437494
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000437494 010__ $$a  2011048024
000437494 020__ $$a9780674065789 (alk. paper)
000437494 020__ $$a0674065786 (alk. paper)
000437494 035__ $$a(OCoLC)ocn758383391
000437494 035__ $$a437494
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000437494 05000 $$aLC1091$$b.L39 2012
000437494 08200 $$a370.11/5$$223
000437494 1001_ $$aLevinson, Meira.
000437494 24510 $$aNo citizen left behind /$$cMeira Levinson.
000437494 260__ $$aCambridge, Mass. :$$bHarvard University Press,$$c2012.
000437494 300__ $$a388 p. ;$$c22 cm.
000437494 4900_ $$aEducational psychology: critical pedagogical perspectives ;$$v13
000437494 504__ $$aIncludes bibliographical references and index.
000437494 5050_ $$aThe civic empowerment gap -- "At school I talk straight" : race talk and civic empowerment -- "You have the right to struggle" : constructing historical counternarrative -- Rethinking heroes and role models -- How to soar in a world you've never seen : making citizenship visible in schools -- The case for action civics -- Democracy, accountability, and education.
000437494 520__ $$aWhile teaching at an all-black middle school in Atlanta, Meira Levinson realized that students' individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson's account challenges not just educators but all who care about justice, diversity, or democracy.
000437494 650_0 $$aCitizenship$$xStudy and teaching (Middle school)$$zUnited States.
000437494 650_0 $$aDemocracy and education$$zUnited States.
000437494 85200 $$bgen$$hLC1091$$i.L39$$i2012
000437494 909CO $$ooai:library.usi.edu:437494$$pGLOBAL_SET
000437494 980__ $$aBIB
000437494 980__ $$aBOOK