Separate and in pursuit of legal equality: : 상세정보

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Separate and in pursuit of legal equality: :

Brinkman, April Boutillette

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도서 상세정보: 도서 상세정보

서지사항정보
자료유형	학위논문
개인저자	Brinkman, April Boutillette.
단체저자명	Cornell University.
서명/저자사항	Separate and in pursuit of legal equality: :Forging race, sex, disability, and class rights in compulsory schooling systems.
형태사항	viii, 334 p ;22 cm.
기본자료 저록	Dissertation Abstracts International,63-12A.
ISBN	0493961348
학위논문주기	Thesis (Ph.D.)--Cornell University, Jan. 2003.
일반주기	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4452. Adviser: Theodore J. Lowi.
서지주기	Includes bibliographical references.
요약	In the United States the governmental provision of compulsory schooling systems garners more widespread political support than any other social policy. In the post-World War II time period, the material expansion of such schooling systems has escalated. This period of material expansion has been accompanied by educational rights development for separate groups of individuals on the basis of race, sex, disability, and class. What have been the consequences of such rights development for the actual realization of equal educational opportunity for these respective groups of individuals? While general histories of United States schooling system development exist, this work constitutes the first comparative case investigation of equal educational opportunity rights development in compulsory schooling systems.
요약	It is through a political contest of separate and distinct rights development that individuals on the basis of race, sex, disability, and class have come to realize equal educational opportunity. Although compulsory school attendance was not in fact primarily instituted in most states to effect improved socioeconomic opportunities for working-class children, the very migration of such children from the factories to the schools gave rise to the class liberation legend of compulsory school attendance. Organized labor as a significant political voice of the time, furthermore, emphasized the socioeconomic liberation to be achieved through education on the basis of class. Largely in this context, material resource equalization represented the standard of equal educational opportunity. However, the rise of political groups of significance struggling for socioeconomic opportunity on the basis of race, sex, and disability led to corresponding political contests to counter discriminatory experiences in education that went beyond material resource inequality alone. Psychosocial equal treatment standards represent a complex and also fundamental legal development to achieve equalized schooling system access on the basis of race, sex, and at least to some extent disability.
요약	Despite a competition for political resources among educational rights struggles on the basis of race, sex, disability, and class, their separate legal development does not constitute an inherent institutional conflict. For the most part the political discord among rights struggles on the basis of race, sex, disability, and class has entailed a contest for political movement energies and for political attention of particular legal rights conceptions. At the same time, educational rights on the basis of socioeconomic class founded upon a particular legal form of material resource equalization evidence the potential to develop in basic institutional coherence with rights on the basis of race as well as sex and disability. By contrast, the school choice movement in the form of charter and voucher school legislation actually constructs class-based educational rights to directly conflict institutionally with those on the basis of race, sex, and disability. Individuals must in effect choose between the concrete, legal attainment of such rights versus those on the basis of race, sex, and disability.
일반주제명	Political Science, General Law Education, Administration

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In the United States the governmental provision of compulsory schooling systems garners more widespread political support than any other social policy. In the post-World War II time period, the material expansion of such schooling systems has escalated. This period of material expansion has been accompanied by educational rights development for separate groups of individuals on the basis of race, sex, disability, and class. What have been the consequences of such rights development for the actual realization of equal educational opportunity for these respective groups of individuals? While general histories of United States schooling system development exist, this work constitutes the first comparative case investigation of equal educational opportunity rights development in compulsory schooling systems.

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