Tompkins_uchicago_0330D_13668_2
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Tompkins_uchicago_0330D_13668_2
THE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISION Tompkins_uchicago_0330D_13668_2 OF THE SOCIAL SCIENCESIN CANDIDACY FOR THE DEGREE OFDOCTOR OF PHILOSOPHYDEPARTMENT OF ANTHROPOLOGYBYCHRISTEN PHILMARC TOMPKINSCHICAGO. ILLINOIS42887Table of ContentsLIST OF FIGURES......................................................iiiACKNOWLEDGMENTS............................................... Tompkins_uchicago_0330D_13668_2........ivINTRODUCTION...........................................................1CHAPTER 1: THERE’S NO SUCH THING AS A BAD TEACHER: RACE AND TALENT ITompkins_uchicago_0330D_13668_2
NPOST-KATRINA CHARTER SCHOOLS............................ ........ ....... 47CHAPTER 2: THE PROBLEM WITH TEACHING AS WORK........................THE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISION Tompkins_uchicago_0330D_13668_2TER 4: PITCHING AS PRAXIS: HOW ENTREPRENEURS ARE DESIGNING RACE INPOST-KATRINA NEW ORLEANS ......... ........ ....... ............... 161CHAPTER 5: SUBSTITUTING RACE.........................................201EPILOGUE: WHAT DO YOU BELIEVE IN?....................................236REFERENCES..... Tompkins_uchicago_0330D_13668_2......................................................246iiLIS I OF FIGURES1.DECLINE IN BLACK TEACHER EMPLOYMENT, 2000 -2012..........692.“THE STATUSTompkins_uchicago_0330D_13668_2
QUO STRUCTURE”.............................176iiiACKNOWLEDGEMENTSI would first like to thank the educators, activists, and families in New Orleans whoTHE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISION Tompkins_uchicago_0330D_13668_2y grateful for the time and space you gave to harbor my inquiries. Across the polarized landscape of education reform I found great conviction, but also willingness to be vulnerable and reflective about the promise and failures of charter schools. I want to single out black educators in particular f Tompkins_uchicago_0330D_13668_2or taking me under their wing. When I was still figuring out what questions to ask or who to talk to you all lifted me up with your dedication to yourTompkins_uchicago_0330D_13668_2
calling, but also your certainty that your story and my telling of it was important. You remind me that this dissertation is no mere credentialing exTHE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISION Tompkins_uchicago_0330D_13668_2 could be a cruel and competitive environment. Joe Masco worked to make sure that from the first days of Systems my cohort and I felt confident and secure enough to see each other not as rivals, but as our greatest allies. As a teacher. I know this is no easy task. As chair of my committee. Joe has Tompkins_uchicago_0330D_13668_2been more responsive and supportive than I could have hoped for. Beyond his intellectual shaping of the project, he helped me to step into a polarizedTompkins_uchicago_0330D_13668_2
ethnographic landscape and regard everyone I encountered as a potential teacher, an orientation which opened up many opportunities to leant. I could THE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISION Tompkins_uchicago_0330D_13668_2al break for the city, and it is easy to be seduced into this perspective while doing ethnography there. Shannon has always encouraged me to root my inquiry in the deep history of this place and to not recreate the in my own work theiv Tompkins_uchicago_0330D_13668_2THE UNIVERSITY OF CHICAGORECONSTRUCTING RACE:NEW ORLEANS EDUCATION REFORM AS EXPERIMENTAL LABORA DISSERTATION SUBMITTED TOTHE FACULTY OF THE DIVISIONGọi ngay
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