Suchergebnisse

In a March 2006 New York Times editorial, sociologist Orlando Patterson highlighted and tried to explain the "tragedy unfolding in our inner cities," particularly the "self-destructive" behavior of "young black men." Provocatively, he identified what sociologists have labeled the "cool-pose culture" as the primary culprit. According to this "culture of failure" thesis, minority youth are partly responsible for this tragedy by choosing a lifestyle that disconnects them from the "socioeconomic mainstream." It is this thesis that Our Schools Suck is determined to discredit. The authors, four scholars and also, importantly, self-professed activists, criticize scholars, politicians, political analysts, and entertainers, including Patterson, Barack Obama, Juan Williams, and Bill Cosby, for giving "nonwhite youth" a "moral flogging" rather than focusing on the real problem, "socioeconomic and school conditions" (p. 5). Instead of being unconcerned about education, they argue, urban minority youth value education and are acutely aware of their schools' shortcomings.

From race to speech, from religion to school funding, from discipline to special education, few aspects of education policy have escaped the courtroom over the past fifty years. Predictably, much controversy has ensued. Supporters of education litigation contend that the courts are essential to secure student (and civil) rights, while critics insist that the courts distort policy and that the mere threat of litigation undermines the authority of teachers and administrators. From Schoolhouse to Courthouse brings together experts on law, political science, and education policy to test these claim

ABSTRACTClassroom simulations have become an increasingly popular instructional method in political science to increase student engagement, interest, and learning. This article describes a simulation designed to teach students about the complexities of campaign-finance systems, particularly disclosure requirements. In the simulation, students work in groups to convince others how to vote on a pending ballot measure. After spending more than $200 on materials, groups then must register as ballot-issue committees and comply with state campaign-finance laws, including tracking contributions and expenditures and completing all required forms. The simulation ends with a debrief. Results from several years of debriefs are presented to discuss how students perceive the complexities of campaign-finance laws. Dominant themes include surprise by students in the complexities of these laws and the effects they have on political speech and association.

Eighteen essays reflect diverse perspectives on the meaning of and policy about free speech and intellectual diversity at universities: whether the First Amendment applies on campus, what principles underlie free speech, does free speech matter without a diversity of intellectual perspectives, does free speech promote or inhibit inclusiveness?.