Whose School Is It? : : Women, Children, Memory, and Practice in the City / / Rhoda H. Halperin.

• Superior document: Title is part of eBook package: De Gruyter University of Texas Press eBook-Package Backlist 2000-2013
• VerfasserIn: Halperin, Rhoda H.,
• Place / Publishing House: Austin : : University of Texas Press, , [2021]; ©2006
• Year of Publication: 2021
• Language: English
• Series: Louann Atkins Temple Women & Culture Series
• Physical Description: 1 online resource (243 p.)

Whose School Is It?: Women, Children, Memory, and Practice in the City is a success story with roadblocks, crashes, and detours. Rhoda Halperin uses feminist theorist and activist Gloria Anzaldúa's ideas about borderlands created by colliding cultures to deconstruct the creation and advancement of a public community charter school in a diverse, long-lived urban neighborhood on the Ohio River. Class, race, and gender mix with age, local knowledge, and place authenticity to create a page-turning story of grit, humor, and sheer stubbornness. The school has grown and flourished in the face of daunting market forces, class discrimination, and an increasingly unfavorable national climate for charter schools. Borderlands are tense spaces. The school is a microcosm of the global city. Many theoretical strands converge in this book—feminist theory, ideas about globalization, class analysis, and accessible narrative writing—to present some new approaches in urban anthropology. The book is multi-voiced and nuanced in ways that provide authenticity and texture to the real circumstances of urban lives. At the same time, identities are threatened as community practices clash with rules and regulations imposed by outsiders. Since it is based on fifteen years of ethnographic fieldwork in the community and the city, Whose School Is It? brings unique long-term perspectives on continuities and disjunctures in cities. Halperin's work as researcher and advocate also provides insider perspectives that are rare in the literature of urban anthropology.

Table of Contents

Frontmatter -- CONTENTS -- MAPS -- PREFACE AND ACKNOWLEDGMENTS -- PROLOGUE -- Part one CREATION Writing Urban Memory -- One LITERACY, SCHOOL, AND IDENTITY IN AN URBAN, WORKING-CLASS COMMUNITY -- Two FOUNDING MOTHERS AND THE CREATION OF THE CHARTER -- Three THE POLITICS OF THE CHARTER AND THE POLITICS OF SPACE -- Four HIRING STAFF Teachers, Kin, and an Instructional Leader -- Part two DETERRITORIALIZATION -- Five OPENING THE SCHOOL Whose School Is It? -- Six KIDS IN THE URBAN BORDERLAND A Collage -- Seven CLASHING PHILOSOPHIES, CLASHING PRACTICES Follow the Leader versus Ring around the Rosie -- Eight ACADEMIC BORDERLANDS MICROgirls, a Math Club for Girls with Stephanie Jones -- Nine MOMENTS Collaboration and Consensus in the Borderland -- Part three RETERRITORIALIZATION -- Ten NEGOTIATING THE BORDERLAND -- Eleven DETERRITORIALIZATION, CRISIS MANAGEMENT, AND THE BEGINNINGS OF RETERRITORIALIZATION with Lionel Brown and Roberta Lee -- Twelve BORDERLANDS, FACTIONS, AND INVERTED IMAGINED COMMUNITIES -- Thirteen TAKING BACK THE SCHOOL -- Fourteen TRANSFORMING AND CYCLING BORDERLANDS OF COMMUNITY, CULTURE, AND CLASS with Holly Winwood, Janice Glaspie, and Lionel Brown -- EPILOGUE Reinventing Urban Memory -- NOTES -- BIBLIOGRAPHY -- INDEX