000			03376cam a22005054a 4500
001			muse83394
003			MdBmJHUP
005			20210127151515.0
006			m o d
007			cr||||||||nn|n
008			190811s2020 miu o 00 0 eng d
010			_z 2019034382
020			_a9780472901265
020			_z9780472131648
035			_a(OCoLC)1112365007
040			_aMdBmJHUP _cMdBmJHUP
043			_an-us---
050	0	4	_aLC34.4 _b.B37 2020
082	0		_a371.04 _223
100	1		_aBarnes, Carolyn, _d1987- _eauthor.
245	1	0	_aState of Empowerment _bLow-Income Families and the New Welfare State / _cCarolyn Barnes.
264		1	_bUniversity of Michigan Press,
264		3	_bProject MUSE,
300			_a1 online resource (pages cm)
504			_aIncludes bibliographical references and index.
505	0		_aA New Kind of Safety Net -- Empowering Program Design -- Empowering Relationships -- Organizational Identities and Community Contexts -- Policy, Organizations, Places, and Participation among the Poor -- From Alienated to Empowered.
506	0		_aOpen Access _fUnrestricted online access _2star
520			_a"On weekday afternoons, dismissal bells ring at thousands of schools across the country. These bells signal not just the end of the school day but also the beginning of another important enriching activity: federally funded after-school programs offering tutoring, homework help, and basic supervision. After-school care reflects major shifts in social policy towards social services that support youth development and help low-income parents maintain employment. The scope of after-school programs has grown significantly in the last two decades- nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students' math and reading skills, these programs also teach important lessons to parents. In a remarkable turn of events-especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated-government funded after-school programs have quietly become powerful forces for political and civic engagement. Using ethnographic accounts of three organizations, Carolyn Barnes reveals how interactions with government funded after-school programs can enhance the civic and political lives of low-income citizens"-- _cProvided by publisher.
588			_aDescription based on print version record.
650		0	_aWelfare state _zUnited States.
650		0	_aLow-income parents _zEmployment _zUnited States.
650		0	_aLow-income parents _xPolitical activity _zUnited Staets.
650		0	_aLow-income students _zUnited States.
650		0	_aChildren with social disabilities _xEducation _zUnited States.
650		0	_aAfter school programs _xSocial aspects _zUnited States.
655		7	_aElectronic books. _2local
776	1	8	_iOnline version: _tState of empowerment _dAnn Arbor : University of Michigan Press, 2020. _z9780472126200 _w(DLC) 2019034383
710	2		_aProject Muse. _edistributor
830		0	_aBook collections on Project MUSE.
856	4	0	_zFull text available: _uhttps://muse.jhu.edu/book/73080/
999			_c25981 _d25981