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Learning Power: Organizing for Education and Justice

reviewed by Howell Baum - June 26, 2006

coverTitle: Learning Power: Organizing for Education and Justice
Author(s): Jeannie Oakes and John Rogers with Martin Lipton
Publisher: Teachers College Press, New York
ISBN: 0807747033, Pages: 206, Year: 2006
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Most Americans know that great numbers of urban students are African American and Latino, in addition to other groups of disadvantaged minorities. They also know that city schools do not do very well by these students. Yet most Americans are indifferent to these students’ predicament, and school reformers have been unsuccessful in doing much to improve their prospects. Jeannie Oakes, John Rogers, and Martin Lipton ask why past reform has failed and how academics can contribute more powerfully to school improvement.   The authors and scholars at UCLA’s Institute for Democracy, Education, and Access (IDEA) are interested in the relationship between knowledge and power. Past school reformers have regarded failures as the result of educators’ or policymakers’ ignorance and, like typical academics, have pushed research-based proposals on the assumption that new knowledge would provide the Archimedean lever for change. What they have typically overlooked is that individuals and institutions have interests... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 26, 2006
https://www.tcrecord.org ID Number: 12552, Date Accessed: 1/25/2021 8:50:57 AM

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About the Author
  • Howell Baum
    University of Maryland
    E-mail Author
    HOWELL BAUM is professor of Urban Studies and Planning at the University of Maryland. He is interested in planning and community development. He has created and written about university-community-school partnerships for educational improvement (Community Action for School Reform, SUNY Press, 2003). He is currently writing a book on the history of Baltimore school desegregation and liberalismís struggles with race in mid-twentieth century America.
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