Master's Tools and the Master's House: A Historical Analysis Exploring the Myth of Educating for Democracy in the United States

TL;DR: Zinn as discussed by the authors examines more than one hundred sites that promote incorrect interpretations of American history and raises questions about what Americans choose to commemorate during the American civil war and the early 20th century.

Abstract: The book, the result of six years of activism and research into school and urban reform in Chicago, begins with a brief overview of neoliberalism. Following this, the first chapter presents Lipman’s central argument: neoliberal urban and education policies, supported and informed by White supremacist ideologies, displace African American and Latino/a working class communities as part of a project to attract urban investment. The second chapter expands upon this claim, linking post-Fordist global capitalism and White supremacy to school reform and urban policies in Chicago. The third chapter presents an analysis of the Chicago Public School Board’s Renaissance 2010 policy document and exposition of how policy actors use it together with federal education policies to further the marketization and disinvestment of public education in Chicago. In the fourth chapter, Lipman critiques mixed income housing and schooling policies and the discourses that underpin both while building further support for her claim that urban reform and school reform are part of the same neoliberal urban initiative. She finds that while framed in egalitarian rhetoric, mixed-income urban development and education policies are implicitly supported by racist discourses that disavow the structural problems facing African American and Latino/a working class communities. Moreover, the recodification of poverty as a cultural problem devalues these communities as spaces of intellectual and cultural production

TL;DR: A review of the social and political context of the New Deal and the deployment of the same exclusion in related statutes, such as the Social Security Act and the Fair Labor Standards Act, shows how and why the NLRA's exclusion should be deemed racially discriminatory as mentioned in this paper.

TL;DR: The authors focus on both the racial implications of the charter school "movement" in New Orleans after Hurricane Katrina and the resistance to it by local citizens, and argue that it is difficult to ignore the manner in which White supremacist ideology has been normalized in the reform as it has historically in U.S. public education.

TL;DR: In this article, the authors discuss the changing roles of superintendents and school boards in the American education system and the role of teachers' unions in the process of education reform.

TL;DR: The Question of Loyalty: Japanese Americans in the Military and Draft Resisters Legal Challenges to the Evacuation and Internment After the War: Resettlement and Redress Biographies: The Personalities behind the Japanese American Internment Program Bibliography Index as discussed by the authors.