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Education and Justice: A View from the Back of the Bus

reviewed by Kenneth A. Strike - 2001

coverTitle: Education and Justice: A View from the Back of the Bus
Author(s): Edmund W. Gordon
Publisher: Teachers College Press, New York
ISBN: 0807738441, Pages: 224, Year: 1999
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This fine book by one of America’s most eminent educational psychologists as well as one of its foremost African American educators consists in a collection of essays spanning twenty-five years of Edmund Gordon’s work. The essays have been reworked, occasionally it appears by a second author, so as to hang together as a single work. The essays are grouped into three major sections. Part I entitled A View from the Back of the Bus, is used to "pose the problems of diversity, equity, and excellence within their sociopolitical contexts." This section frames the material in the rest of the book. Its essays include a useful and critical discussion of the view of intelligence in Herrnstein and Murray’s (1994) The Bell Curve and an especially valuable discussion of cultural dissonance as a risk factor in the development of students. The essays seek to bring together discussions of equity for at risk students, multiculturalism, and school reform. Part II entitled Toward Equity in Educational Achievement is used to develop a... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 112-114
https://www.tcrecord.org ID Number: 10533, Date Accessed: 8/2/2021 1:15:21 AM

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About the Author
  • Kenneth Strike
    University of Maryland
    E-mail Author
    Kenneth A. Strike is a professor at the University of Maryland. His field is philosophy of Education and his areas of interest include professional ethics, school reform, leadership, and educational policy. Over the years he has written on such topics as desegregation, affirmative action, church-state issues, political socialization and citizenship, and school reform. He is currently working on a project entitled “Community, State and Market: An Alternative View of School Reform” funded by the Spencer Foundation.
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