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Author: R. Scott Baker
Publisher: Univ of South Carolina Press
ISBN: 9781570036323
Category : Education
Languages : en
Pages : 308
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Book Description
An eye-opening investigation into local evasions of school integration In this provocative appraisal of desegregation in South Carolina, R. Scott Baker contends that half a century after the Brown decision we still know surprisingly little about the new system of public education that replaced segregated caste arrangements in the South. Much has been written about the most dramatic battles for black access to southern schools, but Baker examines the rational and durable evasions that authorities institutionalized in response to African American demands for educational opportunity. A case study of southern evasions, Paradoxes of Desegregation documents the new educational order that grew out of decades of conflict between African American civil rights activists and South Carolina's political leadership. During the 1940s, Baker shows, a combination of black activism on a local level and NAACP litigation forced state officials to increase funding for black education. This early phase of the struggle in turn accelerated the development of institutions that cultivated a new generation of grass roots leaders. Baker demonstrates that white resistance to integration did not commence or crystallize after Brown. Instead, beginning in the 1940s, authorities in South Carolina institutionalized an exclusionary system of standardized testing that, according to Baker, exploited African Americans' educational disadvantages, limited access to white schools, and confined black South Carolinians to separate institutions. As massive resistance to desegregation collapsed in the late 1950s, officials in other southern states followed South Carolina's lead, adopting testing policies that continue to govern the region's educational system. Paradoxes of Desegregation brings much needed historical perspective to contemporary debates about the landmark federal education law, No Child Left Behind. Baker analyzes decades of historical evidence related to high-stakes testing and concludes that desegregation, while a triumph for advantaged blacks, has paradoxically been a tragedy for most African Americans.
Author: R. Scott Baker
Publisher: Univ of South Carolina Press
ISBN: 9781570036323
Category : Education
Languages : en
Pages : 308
Get Book Here
Book Description
An eye-opening investigation into local evasions of school integration In this provocative appraisal of desegregation in South Carolina, R. Scott Baker contends that half a century after the Brown decision we still know surprisingly little about the new system of public education that replaced segregated caste arrangements in the South. Much has been written about the most dramatic battles for black access to southern schools, but Baker examines the rational and durable evasions that authorities institutionalized in response to African American demands for educational opportunity. A case study of southern evasions, Paradoxes of Desegregation documents the new educational order that grew out of decades of conflict between African American civil rights activists and South Carolina's political leadership. During the 1940s, Baker shows, a combination of black activism on a local level and NAACP litigation forced state officials to increase funding for black education. This early phase of the struggle in turn accelerated the development of institutions that cultivated a new generation of grass roots leaders. Baker demonstrates that white resistance to integration did not commence or crystallize after Brown. Instead, beginning in the 1940s, authorities in South Carolina institutionalized an exclusionary system of standardized testing that, according to Baker, exploited African Americans' educational disadvantages, limited access to white schools, and confined black South Carolinians to separate institutions. As massive resistance to desegregation collapsed in the late 1950s, officials in other southern states followed South Carolina's lead, adopting testing policies that continue to govern the region's educational system. Paradoxes of Desegregation brings much needed historical perspective to contemporary debates about the landmark federal education law, No Child Left Behind. Baker analyzes decades of historical evidence related to high-stakes testing and concludes that desegregation, while a triumph for advantaged blacks, has paradoxically been a tragedy for most African Americans.
Author: Sonia Arbaci
Publisher: John Wiley & Sons
ISBN: 1118867394
Category : Social Science
Languages : en
Pages : 392
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Book Description
Through an international comparative research, this unique book examines ethnic residential segregation patterns in relation to the wider society and mechanisms of social division of space in Western European regions. Focuses on eight Southern European cities, develops new metaphors and furthers the theorisation/conceptualisation of segregation in Europe Re-centres the segregation debate on the causes of marginalisation and inequality, and the role of the state in these processes A pioneering analysis of which and how systemic mechanisms, contextual conditions, processes and changes drive patterns of ethnic segregation and forms of socio-ethnic differentiation Develops an innovative inter-disciplinary approach which explores ethnic patterns in relation to European welfare regimes, housing systems, immigration waves, and labour systems
Author: Rebecca Brückmann
Publisher: University of Georgia Press
ISBN: 0820358347
Category : History
Languages : en
Pages : 284
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Book Description
Massive Resistance and Southern Womanhood offers a comparative sociocultural and spatial history of white supremacist women who were active in segregationist grassroots activism in Little Rock, New Orleans, and Charleston from the late 1940s to the late 1960s. Through her examination, Rebecca Brückmann uncovers and evaluates the roles, actions, self-understandings, and media representations of segregationist women in massive resistance in urban and metropolitan settings. Brückmann argues that white women were motivated by an everyday culture of white supremacy, and they created performative spaces for their segregationist agitation in the public sphere to legitimize their actions. While other studies of mass resistance have focused on maternalism, Brückmann shows that women’s invocation of motherhood was varied and primarily served as a tactical tool to continuously expand these women’s spaces. Through this examination she differentiates the circumstances, tactics, and representations used in the creation of performative spaces by working-class, middle-class, and elite women engaged in massive resistance. Brückmann focuses on the transgressive “street politics” of working-class female activists in Little Rock and New Orleans that contrasted with the more traditional political actions of segregationist, middle-class, and elite women in Charleston, who aligned white supremacist agitation with long-standing experience in conservative women’s clubs, including the United Daughters of the Confederacy and the Daughters of the American Revolution. Working-class women’s groups chose consciously transgressive strategies, including violence, to elicit shock value and create states of emergency to further legitimize their actions and push for white supremacy.
Author: Stephen J. Caldas
Publisher: Bloomsbury Publishing USA
ISBN: 0313050244
Category : Education
Languages : en
Pages : 266
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Book Description
Caldas and Bankston provide a critical, dispassionate analysis of why desegregation in the United States has failed to achieve the goal of providing equal educational opportunities for all students. They offer case histories through dozens of examples of failed desegregation plans from all over the country. The book takes a very broad perspective on race and education, situated in the larger context of the development of individual rights in Western civiliztion. The book traces the long legal history of first racial segregation, and then racial desegregation in America. The authors explain how rapidly changing demographics and family structure in the United States have greatly complicated the project of top-down government efforts to achieve an ideal racial balance in schools. It describes how social capital—a positive outcome of social interaction between and among parents, children, and teachers—creates strong bonds that lead to high academic achievement. The authors show how coercive desegregation weakens bonds and hurts not only students and schools, but also entire communities. Examples from all parts of the United States show how parents undermined desegregation plans by seeking better educational alternatives for their children rather than supporting the public schools to which their children were assigned. Most important, this book offers an alternative, more realistic viewpoint on class, race, and education in America.
Author: Dionne Danns
Publisher: IAP
ISBN: 1681231727
Category : Education
Languages : en
Pages : 383
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Book Description
In 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward. Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of Black teachers’ and educational leaders’ role in educating Black students and themselves with professional development, provided a better understanding and recognition of the struggles in the North (particularly in urban and metropolitan areas), expanded our thinking about school desegregation and community control, and broadened our understanding of Black experiences and activism in higher education and private schools. Our volume will highlight and expand upon the changes to the field over the last three and a half decades. In the shadow of 60th anniversary of Brown v. Board of Education and the 50th anniversary of the 1964 Civil Rights Act, contributors expand on the way African Americans viewed and experienced a variety of educational policies including segregation and desegregation, and the varied options they chose beyond desegregation. The volume covers both the North and South in the 19th and 20th centuries. Contributors explore how educators, administrators, students, and communities responded to educational policies in various settings including K-12 public and private schooling and higher education. A significant contribution of the book is showcasing the growing and concentrated work in the era immediately following the Brown decision. Finally, scholars consider the historian’s engagement with recent history, contemporary issues, future directions, methodology, and teaching.
Author: Ellen Noonan
Publisher: UNC Press Books
ISBN: 0807837334
Category : Performing Arts
Languages : en
Pages : 440
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Book Description
Created by George Gershwin and DuBose Heyward and sung by generations of black performers, Porgy and Bess has been both embraced and reviled since its debut in 1935. In this comprehensive account, Ellen Noonan examines the opera's long history of invention and reinvention as a barometer of twentieth-century American expectations about race, culture, and the struggle for equality. In its surprising endurance lies a myriad of local, national, and international stories. For black performers and commentators, Porgy and Bess was a nexus for debates about cultural representation and racial uplift. White producers, critics, and even audiences spun revealing racial narratives around the show, initially in an attempt to demonstrate its authenticity and later to keep it from becoming discredited or irrelevant. Expertly weaving together the wide-ranging debates over the original novel, Porgy, and its adaptations on stage and film with a history of its intimate ties to Charleston, The Strange Career of "Porgy and Bess" uncovers the complexities behind one of our nation's most long-lived cultural touchstones.
Author: Naomi Lesley
Publisher: Routledge
ISBN: 1315472279
Category : Literary Criticism
Languages : en
Pages : 311
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Book Description
This book examines how children’s and young adult literature addresses and interrogates the legacies of American school desegregation. Such literature narrates not only the famous battles to implement desegregation in the South, in places like Little Rock, Arkansas, but also more insidious and less visible legacies, such as re-segregation within schools through the mechanism of disability diagnosis. Novelizations of children’s experiences with school desegregation comment upon the politics of getting African-American children access to white schools; but more than this, as school stories, they also comment upon how structural racism operates in the classroom and mutates, over the course of decades, through the pedagogical practices depicted in literature for young readers. Lesley combines approaches from critical race theory, disability studies, and educational philosophy in order to investigate how the educational market simultaneously constrains how racism in schools can be presented to young readers and also provides channels for radical critiques of pedagogy and visions of alternative systems. The volume examines a range of titles, from novels that directly engage the Brown v. Board of Education decision, such as Sharon Draper’s Fire From the Rock and Dorothy Sterling’s Mary Jane, to novels that engage less obvious legacies of desegregation, such as Cynthia Voigt’s Dicey’s Song, Sharon Flake’s Pinned, Virginia Hamilton’s The Planet of Junior Brown, and Louis Sachar’s Holes. This book will be of interest to scholars of American studies, children’s literature, and educational philosophy and history.
Author: Gavin Wright
Publisher: Harvard University Press
ISBN: 0674076494
Category : Business & Economics
Languages : en
Pages : 274
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Book Description
Winner of the Alice Hanson Jones Prize, Economic History Association A Choice Outstanding Academic Title of the Year The civil rights movement was also a struggle for economic justice, one that until now has not had its own history. Sharing the Prize demonstrates the significant material gains black southerners made—in improved job opportunities, quality of education, and health care—from the 1960s to the 1970s and beyond. Because black advances did not come at the expense of southern whites, Gavin Wright argues, the civil rights struggle was that rarest of social revolutions: one that benefits both sides. “Wright argues that government action spurred by the civil-rights movement corrected a misfiring market, generating large economic gains that private companies had been unable to seize on their own.” —The Economist “Written...with the care and imagination [Wright] displayed in his superb work on slavery and the southern economy since the Civil War, this excellent economic history offers the best empirical account to date of the effects the civil rights revolution had on southern labor markets, schools, and other important institutions...With much of the nation persuaded that a post-racial age has begun, Wright’s analytical history...takes on fresh urgency.” —Ira Katznelson, New York Review of Books
Author: W. Reese
Publisher: Springer
ISBN: 0230610463
Category : Education
Languages : en
Pages : 296
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Book Description
This collection of original essays examines the history of American education as it has developed as a field since the 1970s and moves into a post-revisionist era and looks forward to possible new directions for the future. Contributors take a comprehensive approach, beginning with colonial education and spanning to modern day, while also looking at various aspects of education, from higher education, to curriculum, to the manifestation of social inequality in education. The essays speak to historians, educational researchers, policy makers and others seeking fresh perspectives on questions related to the historical development of schooling in the United States.
Author: Vincent D. Willis
Publisher: University of Georgia Press
ISBN: 0820368865
Category : History
Languages : en
Pages : 228
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Book Description
