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Two months after Hurricane Katrina, Louisiana took control of
nearly all the public schools in New Orleans. Today, all of the
city's public schools are charter schools. Although many analyses
mark the beginning of education reform in New Orleans with Katrina,
in Public Schools, Private Governance, J. Celeste Layargues that
the storm merely accelerated the timeline for reforms that had
inched along incrementally over the previous decade. Both before
and after Katrina, white reformers purposely excluded Black
educators, community members, and parents. Public Schools, Private
Governance traces the slow, deliberate dismantling of New Orleans'
public schools, and the processes that have maintained the reforms
made in Katrina's immediate aftermath, showing how Black parents
and residents were left without a voice and the officials charged
with school governance, most of whom are white, with little
accountability. Lay cogently explains how political minorities
disrupted systems to create change and keep reforms in place, and
the predictable political effects-exclusion, frustration, and
resignation-on the part of those most directly affected.
Two months after Hurricane Katrina, Louisiana took control of
nearly all the public schools in New Orleans. Today, all of the
city's public schools are charter schools. Although many analyses
mark the beginning of education reform in New Orleans with Katrina,
in Public Schools, Private Governance, J. Celeste Layargues that
the storm merely accelerated the timeline for reforms that had
inched along incrementally over the previous decade. Both before
and after Katrina, white reformers purposely excluded Black
educators, community members, and parents. Public Schools, Private
Governance traces the slow, deliberate dismantling of New Orleans'
public schools, and the processes that have maintained the reforms
made in Katrina's immediate aftermath, showing how Black parents
and residents were left without a voice and the officials charged
with school governance, most of whom are white, with little
accountability. Lay cogently explains how political minorities
disrupted systems to create change and keep reforms in place, and
the predictable political effects-exclusion, frustration, and
resignation-on the part of those most directly affected.
"Scholars across several social science disciplines have indicated
that the behavior described by the term ""civic engagement"" is
girded by a set of attitudes that show knowledge about, and
positive evaluations of, government and politics. Drawing on
extensive interviews with high school students from a variety of
socioeconomic backgrounds, Cultivating Democracy examines the
sources of those attitudes, including individual characteristics,
and the qualities of local environments that shape the experiences
of late adolescence. The authors gathered data on adolescent
attitudes by interviewing students in a wide variety of locations,
from Baltimore's inner city and suburbs to the most affluent
communities in Montgomery County, Maryland. Focusing initially on
attitudes toward ethnic diversity and immigration, the authors
expanded their focus to the political socialization of young
people, including patriotism and political knowledge and
participation. The authors demonstrate how political socialization
is shaped through the social messages presented to citizens by
others. According to Gimpel, Lay, and Schuknecht, while formal
education as a means of socializing youth is critically important,
other useful means for communicating positive socializing messages,
through political parties, elections, and the media, have been
ignored. They recommend compensatory strategies to promote civic
engagement among those who are at risk to be nonparticipants. "
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