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000464756 010__ $$z2011048024
000464756 020__ $$a9780674065291$$qelectronic book
000464756 020__ $$z0674065786
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000464756 035__ $$a(OCoLC)ocn794241351
000464756 035__ $$a(CaPaEBR)ebr10568008
000464756 037__ $$a10.4159/harvard.9780674065291$$bDOI
000464756 040__ $$aCaPaEBR$$cCaPaEBR
000464756 05014 $$aLC1091$$b.L39 2012eb
000464756 08204 $$a370.11/5$$223
000464756 1001_ $$aLevinson, Meira.
000464756 24510 $$aNo citizen left behind$$h[electronic resource] /$$cMeira Levinson.
000464756 260__ $$aCambridge, Mass. :$$bHarvard University Press,$$c2012.
000464756 300__ $$a1 online resource (388 p.)
000464756 4900_ $$aEducational psychology: critical pedagogical perspectives ;$$v13
000464756 504__ $$aIncludes bibliographical references and index.
000464756 5050_ $$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.
000464756 506__ $$aAccess limited to authorized users.
000464756 520__ $$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.
000464756 588__ $$aDescription based on print version record.
000464756 650_0 $$aCitizenship$$xStudy and teaching (Middle school)$$zUnited States.
000464756 650_0 $$aDemocracy and education$$zUnited States.
000464756 77608 $$iPrint version:$$aLevinson, Meira.$$tNo citizen left behind.$$dCambridge, Mass. : Harvard University Press, 2012$$z9780674065789$$z9780674284241$$w(DLC) 2011048024$$w(OCoLC)758383391
000464756 85280 $$bebk$$hHarvard University Press
000464756 85640 $$3Harvard University Press$$uhttps://univsouthin.idm.oclc.org/login?url=http://dx.doi.org/10.4159/harvard.9780674065291$$zOnline Access
000464756 909CO $$ooai:library.usi.edu:464756$$pGLOBAL_SET
000464756 980__ $$aEBOOK
000464756 980__ $$aBIB
000464756 982__ $$aEbook
000464756 983__ $$aOnline