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Books > Social sciences > Education > Teaching skills & techniques
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At the Schoolhouse Gate - Stakeholder Perceptions of First Amendment Rights and Responsibilities in U.S. Public Schools (Paperback)
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At the Schoolhouse Gate - Stakeholder Perceptions of First Amendment Rights and Responsibilities in U.S. Public Schools (Paperback)
Series: Teaching and Learning Social Studies
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The objective of this edited volume is to shed light upon K-12
perspectives of various school stakeholders in the current unique
context of increasing political polarization and heightened teacher
and student activism. It is grounded in academic freedom case law
and the majority of opinion of the Supreme Court in the Tinker v.
Des Moines Independent Community School District (1969) that held
that certain forms of expression are protected by the First
Amendment. Justice Fortas wrote in the majority opinion that "it
can hardly be argued that either students or teachers shed their
constitutional rights to freedom of speech or expression at the
schoolhouse gate." This volume is timely and instructive, as
protections afforded by the First Amendment are a topic of enduring
concern, with such freedoms requiring vigilant advocacy and
protection from each generation. Paulo Freire stated, "Citizenship
is not obtained by chance: It is a construction that, never
finished, demands we fight for it" (1998, p. 90). There is
confusion and much debate in and outside of schools about how and
when these and other rights described in the First Amendment may or
may not be limited, and the time is now to clarify the place of
such rights in public education. At the Schoolhouse Gate is divided
into three sections: Foundations, Case Studies of Rights in
Schools, and Choices to Act. The "Foundations" section presents the
case law pertaining to the rights of both teachers and students,
setting the tone for what presently is permissible and chronicling
the ongoing struggle with defining rights and responsibilities in
schools. In "Case Studies of Rights in Schools," various authors
examine teacher and student interactions with rights and
responsibilities in schools, including the interest of students in
participating with their teachers in the democratic experiment of
schooling, the promise of student-led conferences, a new teacher's
success with democratizing her classroom, and student views of news
and technology. "Choices to Act" includes a portrait of teacher
activism during the Oklahoma Walkout, a general counsel's advice to
teachers for availing themselves of their rights, a story of a
civic education curriculum generating student agency, and vignettes
of two public high school students who took action in their schools
and communities.
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