Download Education as Social Action: Knowledge, Identity and Power by A. Swain PDF

Download Education as Social Action: Knowledge, Identity and Power by A. Swain PDF

By A. Swain

Schooling performs an important position in breaking the cycle of poverty and extending chance and numerous social pursuits offer academic possibilities to groups and social teams that may rather be excluded, filling the space left through the country. This publication severely examines the beginning and final result of social motion for schooling in numerous elements of the area.

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Extra info for Education as Social Action: Knowledge, Identity and Power (Published in Association with UNRISD)

Sample text

Given this opportunity for political efficacy, the black community registered scores of new voters, who then stayed home during the election thereby defeating the bond issue. After three blocked bond issues between 1917 and 1919, the city leaders agreed to build a black high school (Plank and Turner 1991). In the second experience, in Memphis, Tennessee, blacks never fully lost the franchise and were still able to affect the outcome of local elections, though there were no black elected officials in the city from the turn of the century until the 1970s.

African-American communities were willing to make great sacrifices to provide and acquire education. In the many communities that established schools without the aid of the Freedmen’s Bureau or northern whites, African-Americans who were in the most abject poverty, and until recently enslaved, scraped together the resources to build and support schools (Butchart 1980). African-Americans also used their limited political power to promote education. Through constitutional amendments following the Civil War, black men gained full citizenship rights, including the right to vote.

They are suspicious of the education system provided by the state and its dominant ethnic group, and thus they have linked up with the madrasa movement as a strategy for protecting their collective identity, similar to the usual NSM approach. Sikand also shows how Muslim groups have adopted the various strategies of resource mobilization for their own brand of madrasas. Consuelo Uribe examines questions related to public policies on education for the indigenous populations of Peru and Colombia in Chapter 6.

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