By Daniel H. Perlstein

In 1968, a sour fight broke out among white big apple urban instructor unionists and black group organizers over efforts to create neighborhood regulate of the city's colleges. the hot York clash reverberated around the usa, calling into query the opportunity of developing equitable faculties and cementing racial antagonism on the middle of yank politics. A path-breaking research of instructor organizing, civil rights move activism, and concrete schooling, Justice, Justice: university Politics and the Eclipse of Liberalism recounts how academics' and activists' beliefs formed the varsity quandary and positioned them on the epicenter of America's racial clash. bearing in mind a lot of twentieth-century American background to discover the roots of the college clash, this publication illuminates the dilemmas and hopes that proceed to form city colleges.

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Extra resources for Justice, Justice (History of Schools and Schooling, V. 40)

Example text

Convinced that education was part of the “class struggle” and attracted to the Teachers Guild “because we were antiCommunist,” DiLorenzo and her husband left another city agency and went to work for the Board of Education. ”22 Al Shanker also grew up in a left-wing home, where his mother, who was active in the social democratic garment workers unions, inculcated a commitment to unionism. In the late 1940s, Shanker attended the University of Illinois. There, he joined the YPSL chapter, campaigned for Norman Thomas, and chaired the campus Socialist Study Club.

Although the petty and racist criteria used by New York’s Board of Examiners in ranking candidates had long been a bone of contention with teachers, the UFT filed an amicus brief in support of the suit. 58 While walking the picket line during the 1968 strike, one white teacher articulated the overlapping visions of race and class that had come to animate and delimit teacher unionism. The teacher explained, “We don’t deny their equality, but they shouldn’t get it by pulling down others who have just come up.

In November 1967, the union proposed that supervisors be elected by tenured teachers and that teachers select textbooks. ”52 The combination of unionism and professionalism was a two-edged sword for progressive teachers. On the one hand, it encouraged teachers to concern themselves with questions of educational quality as well as with working conditions. On the other hand, it discouraged teachers from identifying with the poor minority children in their classrooms. As UFT leader Sandra Feldman noted, New York’s teacher unionists in general support civil rights and equal educational opportunity, but their commitment to a fight for improved schools was not primarily a product of social conscience.

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