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Race, Class, and Power in School Restructuring


reviewed by Alan Singer 2001

coverTitle: Race, Class, and Power in School Restructuring
Author(s): Pauline Lipman
Publisher: State University of New York Press, Albany
ISBN: 0791437701, Pages: 334, Year: 1998
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This book is thoughtful, provocative and makes significant contributions to the literature about school restructuring and the dialogue about race in the United States. I have worked as a teacher in inner-city high schools and as a consultant with school reorganization teams. I found that Pauline Lipman’s research resonated with my own experiences. Her study effectively demonstrates why, despite claims by its advocates, school restructuring is limited in its ability to end racial and class stratification in United States public schools. The focus of the book is the restructuring experience of teachers in a small southern city that the author calls Riverton. Lipman examines the way that the process of restructuring, power relationships in the community, and teachers’ belief about African American students combine to undermine an explicit goal of the restructuring process, "reducing racial disparities in (student) achievement and discipline actions and addressing the needs of ‘at-risk’ students (p. 62)." Lipman concludes that the "top-down" nature of a supposedly "bottom-up" process, differing interpretations of student needs and school... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 118-121
http://www.tcrecord.org ID Number: 10523, Date Accessed: 10/18/2017 3:36:36 AM

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About the Author
  • Alan Singer
    Hofstra University
    E-mail Author
    Alan J. Singer is an associate professor in curriculum and teaching at Hofstra University. Publications include the book Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach (New Jersey: Lawrence Erlbaum Associates, 1997).
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