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Libri sul tema "African American children Segregation African American neighborhoods"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 16 febbraio 2022

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1

Quakertown. New York: Dutton, 2001.

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2

Lee, Martin. Quakertown. New York: Plume, 2002.

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3

Growing up Jim Crow: How Black and White southern children learned race. Chapel Hill: University of North Carolina, 2006.

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4

Education for the new frontier: Race, education and triumph in Jim Crow America (1867-1945). Hauppauge, N.Y: Nova Science Publishers, 2011.

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5

The color midnight made: A novel. New York: Washington Square Press, 2002.

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6

ill, Pinkney Jerry, a cura di. Goin' someplace special. New York: Atheneum Books for Young Readers, 2000.

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7

Ever is a long time: A journey into Mississippi's dark past, a memoir. New York: Basic Books, 2003.

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8

Ribke, Simone T. Ruby Bridges. New York: Children's Press, 2015.

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9

Cephas, Ford George, a cura di. The story of Ruby Bridges. New York: Scholastic, 1995.

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10

ill, Ford George Cephas, a cura di. The story of Ruby Bridges. New York: Scholastic, 1993.

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11

ill, Ford George 1936, a cura di. The story of Ruby Bridges. New York: Scholastic, 1995.

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12

Cephas, Ford George, a cura di. The story of Ruby Bridges. New York: Scholastic Inc., 1995.

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13

Jim Crow's children: The broken promise of the Brown decision. New York: Viking, 2002.

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14

Lunch-box dream. New York: Farrar Straus Giroux, 2011.

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15

1957-, Rogers Paul, a cura di. Squeak! rumble! whomp! whomp! whomp! Somerville, Mass: Candlewick, 2012.

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16

Children of crisis: Selections from the Pulitzer Prize-winning five-volume Children of crisis series ; with a new introduction by the author. Boston: Back Bay Books/Little, Brown, 2003.

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17

Bridges, Ruby. Through my eyes: The autobiography of Ruby Bridges. New York: Scholastic Press, 1999.

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18

Bridges, Ruby. Through my eyes. New York: Scholastic, 2000.

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19

Through my eyes. New York: Scholastic Press, 1999.

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20

McKissack, Pat. Mary Church Terrell: Leader for equality. Berkeley Heights, NJ: Enslow Publishers, 2001.

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21

McKissack, Pat. Mary Church Terrell: Leader for equality. Hillside, N.J., U.S.A: Enslow Publishers, 1991.

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22

Stokes, John A. Students on strike: Jim Crow, civil rights, Brown, and me : a memoir. Washington, D.C: National Geographic, 2008.

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23

1915-, Warren Roland Leslie, e National Conference on Social Welfare., a cura di. Politics and African-American ghettos. New Brunswick, N.J: AldineTransaction, 2008.

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24

Meyer, Stephen Grant. As Long As They Don't Move Next Door: Segregation and Racial Conflict in American Neighborhoods. Rowman & Littlefield Publishers, Inc., 2001.

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25

As Long As They Don't Move Next Door: Segregation and Racial Conflict in American Neighborhoods. Rowman & Littlefield Publishers, Inc., 2000.

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26

Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools. Prufrock Press, 2013.

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27

Story of Ruby Bridges. Scholastic , 2010.

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28

Ever Is A Long Time: A Journey Into Mississippi's Dark Past. Basic Books, 2005.

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29

Ruby Bridges Goes To School. New York: Scholastic, 2003.

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30

(Illustrator), George Ford, a cura di. Story Of Ruby Bridges, The (bkshelf) (Scholastic Bookshelf). Scholastic Paperbacks, 2004.

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31

The Civil Rights Act of 1964: An End to Racial Segregation (Milestones in American History). Chelsea House Publications, 2007.

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32

McKissack, Pat, e Fredrick McKissack. Mary Church Terrell: Leader for Equality (Great African Americans Series). Enslow Elementary, 2002.

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33

Through My Eyes. Scholastic, 1999.

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34

(Contributor), Lois Wolfe, a cura di. Students on Strike: Jim Crow, Civil Rights, Brown, and Me. National Geographic Children's Books, 2007.

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35

(Contributor), Lois Wolfe, a cura di. Students on Strike: Jim Crow, Civil Rights, Brown, and Me. National Geographic Children's Books, 2007.

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36

Kachun, Mitch. Crispus Attucks Meets Jim Crow. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199731619.003.0005.

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Abstract (sommario):

As Jim Crow segregation came to define black Americans’ place in the nation by the end of the nineteenth century, American memory also became largely segregated. African Americans continued to hold Attucks in high regard, but his name was invoked far less frequently in mainstream popular culture and historical scholarship. As white America all but abandoned its concern for the basic welfare and rights of black citizens, a black hero like Crispus Attucks had little chance to enter the heroic pantheon of the nation. School textbooks, mainstream popular culture, and white Americans in general virtually erased Attucks from the story of the American Revolution. African Americans kept his memory alive in history books, public commemorations, and memorial acts like the naming of children and community organizations.

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37

Ramey, Jessie B. Segregating Orphans. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036903.003.0007.

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This chapter talks about how the story of Nellie Grant and the founding of the Home for Colored Children (HCC) highlights many of the salient threads of the institution's history. Over its first fifty years, the HCC both reinforced and resisted racial segregation and discrimination. This tension was particularly apparent in the educational opportunities provided by the orphanage. It also saw moments of interracial cooperation through its partially integrated board of managers, raising questions about racial attitudes and the motivations of both the white and black women who served in its early years. The orphanage had complicated relationships with both whites and with African Americans. Yet the orphanage manager's initial resistance toward, and eventual shift to, racial integration was set in motion through the persistent efforts of progressive reformers and African American leaders.

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38

Rury, John L. Creating the Suburban School Advantage. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748394.001.0001.

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This book explains how American suburban school districts gained a competitive edge over their urban counterparts. It focuses on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere. While big-city districts once were widely seen as superior and attracted families seeking the best educational opportunities for their children, suburban school systems grew rapidly in the post-World War II era as middle-class and more affluent families moved to those communities. At the same time, economically dislocated African Americans migrated from the South to center-city neighborhoods, testing the capacity of urban institutions. As demographic trends drove this urban–suburban divide, a suburban ethos of localism contributed to the socioeconomic exclusion that became a hallmark of outlying school systems. As the book demonstrates, struggles to achieve greater educational equity and desegregation in urban centers contributed to so-called white flight and what Senator Daniel Patrick Moynihan considered to be a crisis of urban education in 1965. Despite the often valiant efforts made to serve inner city children and bolster urban school districts, this exodus, the book argues, created a new metropolitan educational hierarchy—a mirror image of the urban-centric model that had prevailed before World War II. The stubborn perception that suburban schools are superior, based on test scores and budgets, has persisted into the twenty-first century and instantiates today's metropolitan landscape of social, economic, and educational inequality.

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