Reviews for Punished For Dreaming
by Bettina L. Love
Choice
Copyright American Library Association, used with permission.
Punished for Dreaming is a critical examination of how educational reforms from the Reagan administration to the present have marginalized Black children. The book is split into 12 chapters focused on different topics, individual stories, and the historical contexts for how policy has affected Black children and needs to change to repair the educational system. Love (Columbia Univ.) uses people's stories to give context to Black children's experience with the policy changes that have further punished them. These stories give voice to generations of Black folks whom the education system has failed. Punished for Dreaming finishes with the case for educational reparations to the Black community. This volume would fit well in any course about educational policy, urban education, race in education, or conversations around school reform. Each chapter can be used individually to deconstruct the narrative of Black children in education, or the entire book can be used to give a different view on school reform and its effects on the Black community. Summing Up: Highly recommended. Advanced undergraduates through faculty; professionals. --Zachary Price, Towson University
Book list
From Booklist, Copyright © American Library Association. Used with permission.
Black students deserve better than what the American educational system has given them, as education researcher Love (We Want to Do More Than Survive, 2019) makes clear. She lays out the racial injustices rampant in the public education system, from the era of school segregation to the massive resistance to Brown v. Boar of Education to the current era of so-called school choice. Through all these changes, Black children have been consistently underfunded, overpoliced, and subjected to government and corporate experimentation to the detriment of their potential, safety, and joy. “Reformers have already selected the victors,” writes Love. “The rest of us are playing a rigged game of educational oppression.” She methodically shows readers the ways that policymakers on the left and right have created system after system that prioritizes money first, white children second, and Black children never. In closing, she calculates a dollar amount by which Black students have been shortchanged and proposes a system of educational reparations to account for the disparity. Punished for Dreaming is an important—though enraging and -heartbreaking—read.
Publishers Weekly
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Love (We Want to Do More Than Survive), professor of education at Columbia University, presents an in-depth history of the U.S. education system that highlights the anti-Black nature of school reform since the 1980s. In the decade after the Supreme Court’s 1954 ruling against school segregation in Brown v. Board of Education, anti-Black institutional backlash devastated the country’s robust community of Black educators, according to Love, who notes that 38,000 Black teachers and 90% of Black principals were forced out of their jobs. The institutional pushback against desegregation solidified during the Reagan administration, which manufactured a crisis of faith in the education system, notoriously claiming that if a foreign power had created the U.S. education system, it would amount to an act of war. This kicked off the successive waves of “reform” that characterized the next 40 years of education policy: the growth of opt-out institutions like charter schools, virtual schools, and vouchers; the encroachment of police into schools; an increased focus on testing; and other reforms that established a punitive and depersonalized educational environment for Black children. Love concludes with a chapter arguing that Black Americans are owed $56 billion for the harm done by the past 40 years of school reform, a bold assertion that will no doubt make waves in education advocacy circles. Detailed and persuasive, this is a must-read for educators. (Sept.)
Library Journal
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Love (William F. Russell Professor of education at Columbia University and cofounder of the Abolitionist Teaching Network) builds upon her previous book, We Want To Do More Than Survive, in this work offering a searing critique of an educational system that has failed Black children. Love reads her book's incisive introduction, while Karen Chilton serves as the primary narrator for the rest of the work. Love outlines how new education policies, from Nixon's presidency to Clinton's, were implemented alongside what came to be known as the War on Drugs. She asserts that these policies punished schools and Black students while lining the pockets of private investors. Chilton smoothly describes how efforts to improve the educational landscape through charter schools and school vouchers end up shafting public schools; meanwhile, standardized testing labeled Black children as low-performing. Love's narrative stresses the importance of creating inclusive and empowering systems, educational and otherwise, designed to "honor different cultures and traditions with love and admiration." VERDICT This compellingly narrated account of unjust and racist educational policies sounds a clarion call for economic restitution and educational reform. A must-listen for those seeking knowledge of educational history and hoping for a more equitable future.—Sharon Sherman
Kirkus
Copyright © Kirkus Reviews, used with permission.
An uncompromising indictment of education reform. Educator Love, co-founder of the Abolitionist Teaching Network, expands on her previous book, We Want To Do More Than Survive, to offer a stark critique of 40 years of education policies that were deliberately crafted “to punish Black people for believing in and fighting for their right to quality public education.” Why, she asks, “instead of learning,” are Black students “punished with low expectations, physical violence, surveillance, standardized testing, and frequent suspensions?” The author condemns education reform under Nixon, Reagan, George H.W. Bush, and Clinton for enacting an agenda “that ushered in a new sort of Black bondage, a system in which Black Americans would be educationally neglected, economically starved, denied assistance, and incarcerated for selling drugs that the government itself allowed to be put out on the street.” Such policies, she asserts, are a form of white rage, “organized, well-funded, and cruel.” Policymakers with superficially progressive ideas—Bill and Melinda Gates, Mike Bloomberg, and Barack Obama, for example—nevertheless perpetrate harmful educational practices such as charter schools, virtual schools, and vouchers. “Many charter schools,” Love asserts, “are awash in corporate sponsors, philanthropic dollars, and the expectation that failure is an important part of the entrepreneurial process.” Love faults George W. Bush’s No Child Left Behind policy, which emphasized standardized testing and graded schools on test scores. “I worked at an F school in Florida,” she writes, a depressing experience for both teachers and students. Love calls for supporting abolitionists in their fight for “healing justice, environmental justice, disability justice, health justice, immigrant justice, reproductive justice, economic justice, body justice, gender justice, and LGBTQI justice.” She advocates, as well, for reparations that would go beyond economic restitution to include funding “well-resourced state-of-the-art schools with curricula that honor different cultures and traditions with love and admiration.” An impassioned plea for educational justice. Copyright © Kirkus Reviews, used with permission.
