Handbook of Urban Education

Milner, H. Richard; Lomotey, Kofi

doi:10.4324/9780203094280

Cited by 81 publications

(57 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finalmente, o caso Dred Scott, cuja decisão foi duramente criticada pela doutrina como sendo uma das mais equivocadas da Suprema Corte (GRABER, 2006;KLINKNER;SMITH, 1999;MILNER IV;LOMOTEY, 2014), pois ainda que não tenha sido unânime, Benjamin Curtis registraram sua discordância lavrando dissenting opinions. Curtis defendeu que a Suprema Corte não teria competência para julgar.…”

unclassified

Suprema Corte e segregação racial nos moinhos da Guerra Fria

Romanelli

Tomio

2017

Rev. direito GV

View full text Add to dashboard Cite

2 ResumoEste artigo investiga a influência da política externa norte-americana na Suprema Corte dos Estados Unidos da América no julgamento do caso Brown v. Board of Education of Topeka, de 1954, buscando demonstrar a permeabilidade daquela Corte aos interesses da política externa norte-americana. Tomando como ponto de partida os argumentos em dois precedentes da Corte envolvendo questões de raça (casos Dred Scott v. Sandford, 1856 e Plessy v. Ferguson, 1896, defende-se que a mudança de entendimento da Corte -que resultou na declaração de inconstitucionalidade das leis de segregação racial nas escolas -tem como um de seus pilares a necessidade de melhoria da imagem dos Estados Unidos no plano internacional, inserida no contexto de Guerra Fria. Neste aspecto, o artigo busca contrapor a tradicional leitura de que o caso seria mostra exemplar do ativismo político da Corte, lançando a hipótese de que a atuação contramajoritária da Suprema Corte foi fortemente incentivada por setores do próprio governo, como demonstram peças processuais e notícias jornalísticas dos bastidores da decisão. Palavras-chaveControle de Constitucionalidade; Suprema Corte norte-americana; segregação racial; Guerra Fria; ativismo judicial. Abstract This paper aims to describe American foreign-policy influences in the United

show abstract

unclassified

Suprema Corte e segregação racial nos moinhos da Guerra Fria

Romanelli

Tomio

2017

Rev. direito GV

View full text Add to dashboard Cite

show abstract

“…Hodge and Vigo-Valentin (2014) also described the discrepancy between what the research community and government agencies profess as best for students regarding physical activity and nutrition, on the one hand, and the fact that it so infrequently happens fully for children in urban contexts, on the other. This can be attributed to both structural systemic inequities that contribute to academic underperformance by the almost 7 million students living in poverty (Milner & Lomotey, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…At home, we can disseminate to parents information about how to help their children exercise more but impacting their finances to buy healthier but costlier foods and to change major habits is more difficult. School-based interventions/programs have historically involved micro-level practices that are inadequate to meet the needs of students living and attending schools in urban contexts (Milner & Lomotey, 2014). Given this, the CSPAP utilized in this research was designed to target a wide range of modifiable predictors in the school day context such as physical activity, general movement, and eating behavior, and to extend further to impact students' not only in their physical activity and nutrition behaviors, but in their health selfperceptions, academic achievements, and several areas of social-emotional functioning.…”

Section: Introductionmentioning

confidence: 99%

Academic and Psychosocial Outcomes of a Physical Activity Program With Fourth Graders: Variations Among Schools in Six Urban School Districts

et al. 2016

View full text Add to dashboard Cite

The purpose was to examine academic achievement, school attachment, and peer acceptance before and after a comprehensive school-based physical activity program (CSPAP) with 378 children in 12 fourth grade classrooms across six schools in primarily low SES districts of a large Midwestern metropolitan area. Both personal and normative rate of academic achievement improvement metrics were used. Overall, all students showed personal math and reading growth.

show abstract

“…These trends are expanding the historically entrenched inequalities on the axes of race, class, gender, sexuality, and (dis)ability that have been systematically perpetuated by our educational institutions (Bourdieu, 1973;Erevelles, 2000;hooks, 1994;Ladson-Billings & Tate, 1995;Hernandez & McKenzie, 2008;Milner & Lomotey, 2013;Weiler, 1988). As schools are increasingly segregated by income, skin color, and language (Gándara & Aldana, 2014;Jacobs, 2013;Orfied & Frankenberg, 2014), one in four U.S. children live in poverty, while almost another 25% of children in the U.S. live dangerously close to the poverty line-indeed, "more children today are likely to live in families barely able to afford their most basic needs" ("Nearly Half of American Children," 2016).…”

mentioning

confidence: 99%