WE ARE ALL MULTICULTURALISTS NOW

A wry statement of reluctant resignation to America's prevailing cultural realities, by Glazer, a Harvard sociologist and education/social-policy expert. In such books as Ethnic Dilemmas (1983) and The Limits of Social Policy (1988) Glazer has consistently argued that the antidiscrimination and voting-rights legislation of 1964 and '65 alone—without measures like affirmative action in employment or busing for school desegregation—would support black economic and social mobility and lead to a more equal society. However, in these eight short essays on public-school curriculum reform and American society, he explores why African-Americans live and go to school more separate than ever from other Americans. It's a situation Glazer so deplores that it prompts him to see his own previous attitudes as complacent. While he still avows his faith in democracy's capacity for justice, he cannot deny its failure so far to assimilate people of African descent to the same extent that it has absorbed European immigrants of the 19th and early 20th centuries, and even those increasingly arriving from Asia, Latin America, and the Caribbean. This is certainly not what his previous studies of ethnicity (coauthored with Daniel P. Moynihan) had led him to expect. One of the results of the inability of the dominant society to absorb African-Americans, Glazer suggests, is the rise of multiculturalism, spurred by black anger at traditions that have rejected them. Multiculturalism, he asserts, is now an unavoidable element of American life, and one that we must come to grips with. This book is remarkable for the plainspoken grace of its concessions, and Glazer also maintains an eloquent honesty about his reservations regarding government-imposed remedies, and about his unaccustomed position of being stymied for answers. One of the culture wars' quietly dedicated establishmentarian soldiers has laid down his rhetorical arms to prepare for a more civil and salutary engagement.

Pub Date: March 20, 1997

ISBN: 0-674-94851-3

Page Count: 192

Publisher: Harvard Univ.

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Jan. 15, 1997

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INSIDE AMERICAN EDUCATION

THE DECLINE, THE DECEPTION, THE DOGMAS

American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.

Pub Date: Jan. 4, 1993

ISBN: 0-02-930330-3

Page Count: 400

Publisher: Free Press

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Nov. 1, 1992

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Carefully researched and chilling, if somewhat overwritten.

COLUMBINE

Comprehensive, myth-busting examination of the Colorado high-school massacre.

“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.

Carefully researched and chilling, if somewhat overwritten.

Pub Date: April 6, 2009

ISBN: 978-0-446-54693-5

Page Count: 406

Publisher: Twelve

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Feb. 15, 2009

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