In this disturbing but ultimately hopeful personal account, Jean Anyon provides compelling evidence that the economic and political devastation of America's inner cities has robbed schools and teachers of the capacity to successfully implement current strategies of educational reform. She argues that without fundamental change in government and business policies and the redirection of major resources back into the schools and the communities they serve, urban schools are consigned to failure, and no effort at raising standards, improving teaching, or boosting achievement can occur. Based on her participation in an intensive four-year school reform project in the Newark, New Jersey public schools, the author vividly captures the anguish and anger of students and teachers caught in the tangle of a failing school system. Ghetto Schooling offers a penetrating historical analysis of more than a century of government and business policies that have drained the economic, political, and human resources of urban populations. Provocative and controversial, this book reveals the historical roots of the current crisis in ghetto schools and what must be done to reverse the downward spiral.

A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

A street-smart tale about a displaced teen who learns to defend what's right-the Cowboy Way. When Cole’s mom dumps him in the mean streets of Philadelphia to live with the dad he’s never met, the last thing Cole expects to see is a horse, let alone a stable full of them. He may not know much about cowboys, but what he knows for sure is that cowboys aren’t black, and they don’t live in the inner city. But in his dad’s ’hood, horses are a way of life, and soon Cole’s days of skipping school and getting in trouble in Detroit have been replaced by shoveling muck and trying not to get stomped on. At first, all Cole can think about is how to ditch these ghetto cowboys and get home. But when the City threatens to shut down the stables-- and take away the horse Cole has come to think of as his own-- he knows that it’s time to step up and fight back. Inspired by the little-known urban riders of Philly and Brooklyn, this compelling tale of latter -day cowboy justice champions a world where your friends always have your back, especially when the chips are down.

A New York Times Notable Book of 2016 Winner of the Zócalo Public Square Book Prize On March 29, 1516, the city council of Venice issued a decree forcing Jews to live in il geto—a closed quarter named for the copper foundry that once occupied the area. The term stuck. In this sweeping and original account, Mitchell Duneier traces the idea of the ghetto from its beginnings in the sixteenth century and its revival by the Nazis to the present. As Duneier shows, we cannot comprehend the entanglements of race, poverty, and place in America today without recalling the ghettos of Europe, as well as earlier efforts to understand the problems of the American city. Ghetto is the story of the scholars and activists who tried to achieve that understanding. As Duneier shows, their efforts to wrestle with race and poverty cannot be divorced from their individual biographies, which often included direct encounters with prejudice and discrimination in the academy and elsewhere. Using new and forgotten sources, Duneier introduces us to Horace Cayton and St. Clair Drake, graduate students whose conception of the South Side of Chicago established a new paradigm for thinking about Northern racism and poverty in the 1940s. We learn how the psychologist Kenneth Clark subsequently linked Harlem’s slum conditions with the persistence of black powerlessness, and we follow the controversy over Daniel Patrick Moynihan’s report on the black family. We see how the sociologist William Julius Wilson redefined the debate about urban America as middle-class African Americans increasingly escaped the ghetto and the country retreated from racially specific remedies. And we trace the education reformer Geoffrey Canada’s efforts to transform the lives of inner-city children with ambitious interventions, even as other reformers sought to help families escape their neighborhoods altogether. Duneier offers a clear-eyed assessment of the thinkers and doers who have shaped American ideas about urban poverty—and the ghetto. The result is a valuable new estimation of an age-old concept.

The core argument of Jean Anyon’s classic Radical Possibilities is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail. With every chapter thoroughly revised and updated, this edition picks up where the 2005 publication left off, including a completely new chapter detailing how three decades of political decisions leading up to the “Great Recession” produced an economic crisis of epic proportions. By tracing the root causes of the financial crisis, Anyon effectively demonstrates the concrete effects of economic decision-making on the education sector, revealing in particular the disastrous impacts of these policies on black and Latino communities. Going beyond lament, Radical Possibilities offers those interested in a better future for the millions of America’s poor families a set of practical and theoretical insights. Expanding on her paradigm for combating educational injustice, Anyon discusses the Occupy Wall Street movement as a recent example of popular resistance in this new edition, set against a larger framework of civil rights history. A ringing call to action, Radical Possibilities reminds readers that throughout U.S. history, equitable public policies have typically been created as a result of the political pressure brought to bear by social movements. Ultimately, Anyon’s revelations teach us that the current moment contains its own very real radical possibilities.

The transformation of schooling from a twelve-year jail sentence to freedom to learn. John Taylor Gatto's Weapons of Mass Instruction , now available in paperback, focuses on mechanisms of traditional education which cripple imagination, discourage critical thinking, and create a false view of learning as a byproduct of rote-memorization drills. Gatto's earlier book, Dumbing Us Down , introduced the now-famous expression of the title into the common vernacular. Weapons of Mass Instruction adds another chilling metaphor to the brief against conventional schooling. Gatto demonstrates that the harm school inflicts is rational and deliberate. The real function of pedagogy, he argues, is to render the common population manageable. To that end, young people must be conditioned to rely upon experts, to remain divided from natural alliances and to accept disconnections from their own lived experiences. They must at all costs be discouraged from developing self-reliance and independence. Escaping this trap requires a strategy Gatto calls "open source learning" which imposes no artificial divisions between learning and life. Through this alternative approach our children can avoid being indoctrinated-only then can they achieve self-knowledge, good judgment, and courage.

The black ghetto is thought of as a place of urban decay and social disarray. Like the historical ghetto of Venice, it is perceived as a space of confinement, one imposed on black America by whites. It is the home of a marginalized underclass and a sign of the depth of American segregation. Yet while black urban neighborhoods have suffered from institutional racism and economic neglect, they have also been places of refuge and community. In A Haven and a Hell, Lance Freeman examines how the ghetto shaped black America and how black America shaped the ghetto. Freeman traces the evolving role of predominantly black neighborhoods in northern cities from the late nineteenth century through the present day. At times, the ghetto promised the freedom to build black social institutions and political power. At others, it suppressed and further stigmatized African Americans. Freeman reveals the forces that caused the ghetto’s role as haven or hell to wax and wane, spanning the Great Migration, mid-century opportunities, the eruptions of the sixties, the challenges of the seventies and eighties, and present-day issues of mass incarceration, the subprime crisis, and gentrification. Offering timely planning and policy recommendations based in this history, A Haven and a Hell provides a powerful new understanding of urban black communities at a time when the future of many inner-city neighborhoods appears uncertain.

Just as European Jews were being emancipated and ghettos in their original form—compulsory, enclosed spaces designed to segregate—were being dismantled, use of the word ghetto surged in Europe and spread around the globe. Tracing the curious path of this loaded word from its first use in sixteenth-century Venice to the present turns out to be more than an adventure in linguistics. Few words are as ideologically charged as ghetto. Its early uses centered on two cities: Venice, where it referred to the segregation of the Jews in 1516, and Rome, where the ghetto survived until the fall of the Papal States in 1870, long after it had ceased to exist elsewhere. Ghetto: The History of a Word offers a fascinating account of the changing nuances of this slippery term, from its coinage to the present day. It details how the ghetto emerged as an ambivalent metaphor for “premodern” Judaism in the nineteenth century and how it was later revived to refer to everything from densely populated Jewish immigrant enclaves in modern cities to the hypersegregated holding pens of Nazi-occupied Eastern Europe. We see how this ever-evolving word traveled across the Atlantic Ocean, settled into New York’s Lower East Side and Chicago’s Near West Side, then came to be more closely associated with African Americans than with Jews. Chronicling this sinuous transatlantic odyssey, Daniel B. Schwartz reveals how the history of ghettos is tied up with the struggle and argument over the meaning of a word. Paradoxically, the term ghetto came to loom larger in discourse about Jews when Jews were no longer required to live in legal ghettos. At a time when the Jewish associations have been largely eclipsed, Ghetto retrieves the history of a disturbingly resilient word.

NOT ALL "GHETTO" STORIES ARE QUITE LIKE THIS ONE. WITH ALL THE DRAMA THAT USUALLY SURROUNDS THE "GHETTO LIFE," THIS DRAMATIC TALE HAS A LOT MORE TO OFFER. NEAL, A YOUNG, INTELLIGENT STREET SMART KID, IS INSPIRED TO DO HIS BEST BY AN EXTREMELY LOVING AND SUPPORTIVE FAMILY, IN SPITE OF HIS MOTHER'S DRUG ADDICTION. A LOVING AND ENCOURAGING YOUNG GIRL, WHOM HE FINDS SOLACE IN. THIS INSPIRATION NOVEL CAN BE CALLED A LOVE STORY, A COMING OF AGE DRAMA OR BOTH. EITHER WAY, IT IS TRULY INSPIRING, UPLIFTING AND A NECESSARY READ, NOT ONLY FOR THE YOUTH OF PATERSON, BUT YOUNG PEOPLE ALL OVER THIS WORLD. NEAL HAS TO DEAL WITH MANY TRIALS BEFORE HE EVEN GETS TO HIGH SCHOOL, AND HAVING A MOTHER ON DRUGS DOESN'T MAKE LIFE ANY EASIER, BUT NEAL IS DETERMINED NOT TO LET HIS MOTHER'S PAST DETERMINE HIS FUTURE.

In 1865, the Cleveland Leader boasted that ''an indication of the civilized spirit of the city of Cleveland is found in the fact that colored children attend our schools, colored people are permitted to attend all public lectures and public affairs where the fashion and culture of the city congregate, and nobody is offended.'' Yet, by 1915, the Central Avenue district of town, with its cheap lodging houses, deteriorating homes, and vice, housed a majority of the black population under conditions that were decidedly inferior to those of most of the rest of the city. Tracing the development of Cleveland's black community from its antebellum beginnings to the end of the 1920s, Kenneth Kusmer systematically surveys and analyzes the emergence of the ghetto in the city where, prior to 1870, blacks were ''almost equal'' to whites. This volume deals in a comprehensive way with more aspects of black life - economic, political, social, and cultural - than any previous study of an urban community and presents the most detailed analysis of black occupations available. It is also the first work to make extensive use of manuscript collections of local black leaders and organizations. Of particular value is the comparative framework of the study. Kusmer compares the position of blacks in the social order with that of immigrants and native whites and places the development of the ghetto within the context of urban history. In addition, by contrasting Cleveland with other major cities, such as New York, Chicago, and Boston, Kusmer shows that there were important differences among black communities, especially before 1915, and proves that the causes and effects of the emergence of black ghettos are more complex historical problems than previously recognized. The consolidation of Cleveland's ghetto took over fifty years, and it left the average black citizen more isolated from the general life of the urban community than ever before. Yet, ironically, Kusmer concludes, it was this very isolation, and the sense of unique goals and needs that it fostered, that helped unify the black citizenry and provided the practical basis for the future struggle against racism in all its manifestations.''Kenneth L. Kusmer has written the best book yet on the formation of a black urban ghetto. It stands as a tribute to the blend of urban and Afro-American history.''--Howard P. Chudacoff, American Historical Review ''What makes Kusmer stand out among books on blacks in the urban North is the breadth and sophistication with which he conceptualizes his study. . . . The grace and intelligence of Kusmer make his book the single best study of the shaping of modern black ghettos. . . . Should be greeted warmly by historians of blacks and of urban America.''--Nancy Weiss, Reviews in American History ''Drawing upon a variety of statistical and literary primary sources . . . Kusmer presents a richly documented case study. His felicitously lucid and comprehensive analysis of the growth of one black ghetto promises to provide a model for future historians of the second major chapter in the Afro-American experience. In my view, Kusmer's multifaceted historical analysis of black Cleveland represents the finest case study of an urban black community to appear in the past decade.''--Marion Kilson, Journal of Interdisciplinary History ''Instead of fixing upon the pathological aspects of the ghetto or the racial discriminations of the white majority he finds his unifying theme in the leadership and decision0making within the black community. This is a richly detailed and thoughtfully constructed book.''--Louis R. Harlan, Journal of American History