This book compares two challenges made to American public school
curricula in the 1980s and 1990s. It identifies striking
similarities between proponents of Afrocentrism and creationism,
accounts for their differential outcomes, and draws important
conclusions for the study of culture, organizations, and social
movements.
Amy Binder gives a brief history of both movements and then
describes how their challenges played out in seven school
districts. Despite their very different constituencies--inner-city
African American cultural essentialists and predominately white
suburban Christian conservatives--Afrocentrists and creationists
had much in common. Both made similar arguments about oppression
and their children's well-being, both faced skepticism from
educators about their factual claims, and both mounted their
challenges through bureaucratic channels. In each case, challenged
school systems were ultimately able to minimize or reject
challengers' demands, but the process varied by case and type of
challenge. Binder finds that Afrocentrists were more successful in
advancing their cause than were creationists because they appeared
to offer a solution to the real problem of urban school failure,
met with more administrative sympathy toward their complaints of
historic exclusion, sought to alter lower-prestige curricula
(history, not science), and faced opponents who lacked a legal
remedy comparable to the rule of church-state separation invoked by
creationism's opponents.
Binder's analysis yields several lessons for social movements
research, suggesting that researchers need to pay greater attention
to how movements seek to influence bureaucratic decision making,
often from within. It also demonstrates the benefits of examining
discursive, structural, and institutional factors in concert.
General
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