Education: Forging a Future for All

Wed. March 18, 4:00 PM - 5:30 PM

UVa Harrison Institute / Small Special Collections

UVa Central Grounds, 160 McCormick Rd, Charlottesville, VA 22904

Hosted by: Center for Race and Public Education in the South

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Gerard Robinson (Education for Liberation), Kimberly Jenkins Robinson (A Federal Right to Education), and Ethan Schrum (The Instrumental University) consider how we arrived at current disparities in U.S. educational policy and practice—from grade school failures to poor prison education to post-war university missions—and discuss potential reforms in policy and legislation. Book sales and signing will follow. FREE to attend and open to the public. 

Why should you attend?

“Powerfully written and incredibly timely, Education for Liberation provides the dialogue needed to move our country forward in figuring out how to break the destructive cycle of incarceration and re-incarceration. This book provides a truly multidisciplinary account of the challenges of preparing individuals for productive lives post-incarceration and the opportunities for innovation. Addressing one of the nation’s most critical issues of our time, this is required reading for all interested in improving the well-being of our communities.” —Carrie Pettus-Davis, Associate Professor and Director of the Institute for Justice Research & Development, Florida State University

“[A Federal Right to Education] is the first comprehensive examination of three issues regarding a federal right to education: why federal intervention is needed to close educational opportunity and achievement gaps; the constitutional and statutory legal avenues that could be employed to guarantee a federal right to education; and, the scope of what a federal right to education should guarantee.” —NYU Press

“Ethan Schrum offers a sweeping, persuasive account of American universities. His book shows just how many leaders found new uses for the postwar American university―and the intellectual traditions they invoked to do so. Essential reading for historians and those who care about the state and purposes of American universities today.” —David C. Engerman, Yale University