The History of the St. Louis School Desegregation Case, Liddell V. Board of Education Et. Al PDF Download
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Author: Michael K. Grady
Publisher:
ISBN:
Category : School integration
Languages : en
Pages : 116
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Book Description
Author: Michael K. Grady
Publisher:
ISBN:
Category : School integration
Languages : en
Pages : 116
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Book Description
Author: Hope C. Rias
Publisher: Springer
ISBN: 3030042480
Category : Education
Languages : en
Pages : 170
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Book Description
This book examines the history of the school desegregation movement in St. Louis, Missouri. Underlining the 2014 killing of Michael Brown as a catalyst for re-examination of school desegregation, Rias delves into the connection between contemporary school segregation and social justice, probing the ways that “soft racism”—a term the author uses to describe the non-violent, yet equally harmful, types of protests that opponents of desegregation utilized—has permeated St. Louis since the days of Brown v. Board of Education. The chapters feature the voices of those who were central to the desegregation fight in St. Louis, showing how the devastating effects of school segregation and soft racism linger today.
Author: United States. Congress. House. Committee on the Judiciary. Subcommittee on Civil and Constitutional Rights
Publisher:
ISBN:
Category : Digital images
Languages : en
Pages : 1060
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Book Description
Author: Kofi Lomotey
Publisher: SAGE
ISBN: 1412940508
Category : Education
Languages : en
Pages : 1153
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Book Description
The Encyclopedia of African American Education covers educational institutions at every level, from preschool through graduate and professional training, with special attention to historically black and predominantly black colleges and universities. Other entries cover individuals, organizations, associations, and publications that have had a significant impact on African American education. The Encyclopedia also presents information on public policy affecting the education of African Americans, including both court decisions and legislation. It includes a discussion of curriculum, concepts, theories, and alternative models of education, and addresses the topics of gender and sexual orientation, religion, and the media. The Encyclopedia also includes a Reader's Guide, provided to help readers find entries on related topics. It classifies entries in sixteen categories: " Alternative Educational Models " Associations and Organizations " Biographies " Collegiate Education " Curriculum " Economics " Gender " Graduate and Professional Education " Historically Black Colleges and Universities " Legal Cases " Pre-Collegiate Education " Psychology and Human Development " Public Policy " Publications " Religious Institutions " Segregation/Desegregation. Some entries appear in more than one category. This two-volume reference work will be an invaluable resource not only for educators and students but for all readers who seek an understanding of African American education both historically and in the 21st century.
Author: Gerald William Heaney
Publisher:
ISBN: 9780975318010
Category : African Americans
Languages : en
Pages : 0
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Book Description
Segregated schooling in Missouri did not come to an end until 1983, when the US District Court decision Liddell v Board of Education of St Louis mandated desegregation. This work provides the historical background and a diversity of voices on how to deliver equal education to African American children.
Author:
Publisher:
ISBN:
Category : Bar associations
Languages : en
Pages : 460
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Book Description
Author: R. Shep Melnick
Publisher: University of Chicago Press
ISBN: 0226825515
Category : Political Science
Languages : en
Pages : 327
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Book Description
Examines the patchwork evolution of school desegregation policy. In 1954, the Supreme Court delivered the landmark decision of Brown v. Board of Education—establishing the right to attend a desegregated school as a national constitutional right—but the decision contained fundamental ambiguities. The Supreme Court has never offered a clear definition of what desegregation means or laid out a framework for evaluating competing interpretations. In The Crucible of Desegregation, R. Shep Melnick examines the evolution of federal school desegregation policy from 1954 through the termination of desegregation orders in the first decades of the twenty-first century, combining legal analysis with a focus on institutional relations, particularly the interactions between federal judges and administrators. Melnick argues that years of ambiguous, inconsistent, and meandering Court decisions left lower court judges adrift, forced to apply contradictory Supreme Court precedents in a wide variety of highly charged political and educational contexts. As a result, desegregation policy has been a patchwork, with lower court judges playing a crucial role and with little opportunity to analyze what worked and what didn’t. The Crucible of Desegregation reveals persistent patterns and disagreements that continue to roil education policy.
Author: Sherman Dorn
Publisher: Teachers College Press
ISBN: 0807769266
Category : Education
Languages : en
Pages : 257
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Book Description
In this fascinating collection, some of the foremost historians of education--including Barbara Beatty, Larry Cuban, Linda Eisenmann, Yoon K. Pak, John L. Rury, and Jonathan Zimmerman--debunk commonly held myths about American schooling. Each short, readable chapter focuses on one myth, explaining what the real history is and how it helped shape education today. Contributors take on a host of tall tales, including the supposed agrarian origins of summer vacation; exaggerated stories of declining student behavior and academic performance; persistent claims that some people are born to be teachers; idealistic notions that the 1954 Brown decision ended segregation in American schools; misleading beliefs that classrooms operate in ways designed to fit the industrial era; and more. 23 Myths About the History of American Schools will awaken the inner history nerd of everyone who ever asked, "How did we get this irrational school system?" It will affirm the truth that its readers are as entitled to think critically about schooling as anyone else. Book Features: Examines how the history of American education has been distorted and misrepresented, either intentionally or unintentionally. Provides important stories that can help guide discussion about the future of education. Anticipates what local and state politicians are likely to say (and misstate) about schooling. Provides engaging chapters that highlight why real history is important and more fascinating than the myths. Accessible to a wide range of readers from undergraduates to career educators.
Author: Brian J. Daugherity
Publisher: University of Arkansas Press
ISBN: 9781610754675
Category : Education
Languages : en
Pages : 364
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Book Description
This is the first effort to provide a broad assessment of how well the Brown v. Board of Education decision that declared an end to segregated schools in the United States was implemented. Written by a distinguished group of historians, the twelve essays in this collection examine how African Americans and their supporters in twelve states—Arkansas, North Carolina, Virginia, South Carolina, Georgia, Mississippi, Florida, Delaware, Missouri, Indiana, Nevada, and Wisconsin—dealt with the Court’s mandate to desegregate “with all deliberate speed.” The process followed many diverse paths. Some of the common themes in these efforts were the importance of black activism, especially the crucial role played by the NAACP; entrenched white opposition to school integration, which wasn’t just a southern state issue, as is shown in Delaware, Wisconsin, and Indiana; and the role of the federal government, a sometimes inconstant and sometimes reluctant source of support for implementing Brown.
Author: Cynthia Lewis
Publisher: Routledge
ISBN: 1000149560
Category : Education
Languages : en
Pages : 216
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Book Description
This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.
