LEADER 00000pam  2200337 i 4500 
003    DLC 
005    20190301122955.0 
008    180302s2018    ilua     b    001 0 eng c 
010      2018010065 
020    9780226526027|q(cloth : alk. paper) 
040    ICU/DLC|beng|erda|cICU|dIMmBT|dUtOrBLW 
042    pcc 
082 00 370.8909773/11|223 
092    370.8909773|bEWI 
100 1  Ewing, Eve L.,|eauthor. 
245 10 Ghosts in the schoolyard :|bracism and school closings on 
       Chicago's South side /|cEve L. Ewing. 
264  1 Chicago :|bThe University of Chicago Press,|c2018. 
300    xiii, 222 pages :|billustrations ;|c24 cm 
336    text|2rdacontent 
337    unmediated|2rdamedia 
338    volume|2rdacarrier 
504    Includes bibliographical references (pages 203-217) and 
       index. 
520    That’s how Eve L. Ewing opens Ghosts in the Schoolyard: 
       describing Chicago Public Schools from the outside. The 
       way politicians and pundits and parents of kids who attend
       other schools talk about them, with a mix of pity and 
       contempt.     But Ewing knows Chicago Public Schools from 
       the inside: as a student, then a teacher, and now a 
       scholar who studies them. And that perspective has shown 
       her that public schools are not buildings full of 
       failures—they’re an integral part of their neighborhoods, 
       at the heart of their communities, storehouses of history 
       and memory that bring people together.     Never was that 
       role more apparent than in 2013 when Mayor Rahm Emanuel 
       announced an unprecedented wave of school closings. 
       Pitched simultaneously as a solution to a budget problem, 
       a response to declining enrollments, and a chance to purge
       bad schools that were dragging down the whole system, the 
       plan was met with a roar of protest from parents, students,
       and teachers. But if these schools were so bad, why did 
       people care so much about keeping them open, to the point 
       that some would even go on a hunger strike?     Ewing’s 
       answer begins with a story of systemic racism, inequality,
       bad faith, and distrust that stretches deep into Chicago 
       history. Rooting her exploration in the historic African 
       American neighborhood of Bronzeville, Ewing reveals that 
       this issue is about much more than just schools. Black 
       communities see the closing of their schools—schools that 
       are certainly less than perfect but that are theirs—as one
       more in a long line of racist policies. The fight to keep 
       them open is yet another front in the ongoing struggle of 
       black people in America to build successful lives and 
       achieve true self-determination. 
610 20 Walter H. Dyett High School (Chicago, Ill.) 
650  0 African Americans|xEducation|zIllinois|zChicago. 
650  0 Racism in education|zIllinois|zChicago. 
650  0 Low-performing schools|zIllinois|zChicago. 
650  0 Public school closings|zIllinois|zChicago. 
651  0 Bronzeville (Chicago, Ill.)|xHistory|y21st century.