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Author: Kristi L. Bowman
Publisher: MSU Press
ISBN: 1628952393
Category : Law
Languages : en
Pages : 506
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Book Description
In 1954 the Supreme Court decided Brown v. Board of Education; ten years later, Congress enacted the Civil Rights Act. These monumental changes in American law dramatically expanded educational opportunities for racial and ethnic minority children across the country. They also changed the experiences of white children, who have learned in increasingly diverse classrooms. The authors of this commemorative volume include leading scholars in law, education, and public policy, as well as important historical figures. Taken together, the chapters trace the narrative arc of school desegregation in the United States, beginning in California in the 1940s, continuing through Brown v. Board, the Civil Rights Act, and three important Supreme Court decisions about school desegregation and voluntary integration in 1974, 1995, and 2007. The authors also assess the status of racial and ethnic equality in education today and consider the viability of future legal and policy reform in pursuit of the goals of Brown v. Board. This remarkable collection of voices in conversation with one another lays the groundwork for future discussions about the relationship between law and educational equality, and ultimately for the creation of new public policy. A valuable reference for scholars and students alike, this dynamic text is an important contribution to the literature by an outstanding group of authors.
Author: Kristi L. Bowman
Publisher: MSU Press
ISBN: 1628952393
Category : Law
Languages : en
Pages : 506
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Book Description
In 1954 the Supreme Court decided Brown v. Board of Education; ten years later, Congress enacted the Civil Rights Act. These monumental changes in American law dramatically expanded educational opportunities for racial and ethnic minority children across the country. They also changed the experiences of white children, who have learned in increasingly diverse classrooms. The authors of this commemorative volume include leading scholars in law, education, and public policy, as well as important historical figures. Taken together, the chapters trace the narrative arc of school desegregation in the United States, beginning in California in the 1940s, continuing through Brown v. Board, the Civil Rights Act, and three important Supreme Court decisions about school desegregation and voluntary integration in 1974, 1995, and 2007. The authors also assess the status of racial and ethnic equality in education today and consider the viability of future legal and policy reform in pursuit of the goals of Brown v. Board. This remarkable collection of voices in conversation with one another lays the groundwork for future discussions about the relationship between law and educational equality, and ultimately for the creation of new public policy. A valuable reference for scholars and students alike, this dynamic text is an important contribution to the literature by an outstanding group of authors.
Author: Kristi L. Bowman
Publisher:
ISBN: 9781628962390
Category :
Languages : en
Pages : 452
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Book Description
Author: Lawrence Blum
Publisher: University of Chicago Press
ISBN: 022678603X
Category : Education
Languages : en
Pages : 277
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Book Description
"Education plays a central part in the history of racial inequality in America, with people of color long advocating for equal educational rights and opportunities. Though school desegregation initially was a boon for educational equality, schools began to resegregate in the 1980s, and schools are now more segregated than ever. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum set out to shed needed light on the enduring problem of segregation in American schools. From a historical perspective, the authors analyze how ideas about race influenced the creation and development of American public schools. Importantly, the authors focus on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. In the second half of the book, the authors explore what equal education should and could look like. They argue for a conception of "educational goods" (including the development of moral and civic capacities) that should and can be provided to every child through schooling--including integration itself. Ultimately, the authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and the many possible meanings of and courses of action for integration"--
Author: Amanda E. Lewis
Publisher:
ISBN: 0195342720
Category : Education
Languages : en
Pages : 273
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Book Description
A rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation.
Author: Kristien Zenkov
Publisher: Routledge
ISBN: 1351116681
Category : Education
Languages : en
Pages : 260
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Book Description
Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers’ training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents. Answering the call for relevant, high quality, clinically-based teacher education, this volume will offer scholarly and narrative examinations of examples of CPB clinical experiences that will be of interest to all involved in and impacted by educator preparation programs.
Author: Zoë Burkholder
Publisher: Oxford University Press
ISBN: 0190605138
Category : EDUCATION
Languages : en
Pages : 313
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Book Description
"Since Brown v. Board of Education in 1954 Americans have viewed school integration as a central tenet of the black civil rights movement. Yet, school integration was not the only-or even always the dominant-civil rights strategy. At times, African Americans also fought for separate, Black-controlled schools dedicated to racial uplift, community empowerment, and self-determination. An African American Dilemma offers a social history of debates over school integration within northern Black communities from the 1840s to the present. This broad geographical and temporal focus reveals that northern Black educational activists vacillated between a preference for either school integration or separation during specific eras. Yet, as there was never a consensus, this study also highlights the chorus of dissent, debate, and counter-narratives that pushed families to consider a fuller range of educational reforms. A sweeping historical analysis that covers the entire history of public education in the North, this study complicates our understanding of school integration by highlighting the diverse perspectives of Black students, parents, teachers, and community leaders all committed to improving public education. It finds that Black school integrationists and separatists have worked together in a dynamic tension that fueled effective strategies for educational reform and the black civil rights movement. This study draws on an enormous range of archival data including the black press, school board records, social science studies, the papers of civil rights activists, and court cases"--
Author: rosalind hampton
Publisher: University of Toronto Press
ISBN: 1487524862
Category : Education
Languages : en
Pages : 224
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Book Description
A historical narrative and critical analysis of higher education centred on the experiences of Black students and faculty at McGill University.
Author: Michael Tonderai Kariwo
Publisher: Springer
ISBN: 3030039137
Category : Social Science
Languages : en
Pages : 313
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Book Description
Discussing common understanding of the concepts of multiculturalism, diversity, and inclusion, this volume critically examines the interpretation and praxis of diversity and inclusion in relation to marginalized populations—from women, sexual minorities, minority newcomers, and aboriginal communities. The contributors collected here present well-grounded epistemological, theoretical, and methodological bases from which to account (at least in part) for the processes and dynamics shaping the relationship between diversity and inclusion, on the one hand, and policy and practice on the other. Arising from research derived in part from community work with minorities in North America, particularly Canada, this volume examines common barriers to full minority integration, with important implications for inclusion efforts around the globe.
Author: Jerry Rosiek
Publisher: Routledge
ISBN: 1317606450
Category : Education
Languages : en
Pages : 215
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Book Description
"Blending critical race theory, contemporary pragmatism, and the new materialism, this book raises questions about methodology, power, and change. Educational policy analysis needs this book, as do curriculum studies, teacher education, and antiracist work for its focus on how policy is lived by those on the receiving end of structural oppression." Patti Lather, Department of Education Studies, Ohio State university "This provocative analysis offered by Rosiek and Kinslow offers an opportunity for researchers, policy makers, and school leaders and educators to think about the lived experience of Black students in desegregating and resegregating schools. The authors precisely detail the path leading to social and education policies that generated more suffering for Black students and also served to maintain white racial advantage in urban schools and communities." Michael J. Dumas, graduate School of Education and African American Studies Department, University of California, Berkeley "Calling for an ontological reorientation to combat the force of whiteness, Rosiek and Kinslow present agonizing interviews with students subjected to resegregation and institutional racism. They call for readers to inhabit a ‘respectful solidarity’ with the students who analyze their experience with sharp insight, outrage, despair, and resolve." Stacy Alaimo, Professor of English, University of Texas at Arlington Resegregation as Curriculum offers a compelling look at the formation and implementation of school resegregation as contemporary education policy, as well as its impact on the meaning of schooling for students subject to such policies. Working from a ten-year study of a school district undergoing a process of resegregation, Rosiek and Kinslow examine the ways this "new racial segregation" is rationalized and the psychological and sociological effects it has on the children of all races in that community. Drawing on critical race theory, agential realism, and contemporary pragmatist semiotics, the authors expose how these events functioned as a hidden curriculum that has profound repercussions on the students' identity formation, self-worth, conceptions of citizenship, and social hope. This important account of racial stratification of educational opportunity expands our understanding of the negative consequences of racial segregation in schools and serves as a critical resource for academics, educators, and experts who are concerned about the effects of resegregation nationwide. Resegregation as Curriculum was the recipient of the O.L. Davis Book of the year award from the American Association for Teaching and Curriculum (2016).
Author: Leslie F. Goldstein
Publisher: Edward Elgar Publishing
ISBN: 1786438836
Category : Law
Languages : en
Pages : 409
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Book Description
The U.S. Supreme Court and Racial Minorities offers an in-depth, chronologically arranged look at the record of the U.S. Supreme Court on racial minorities over the course of its first two centuries. It does not pose the anachronistic standard, “Did the Supreme Court get it right?” but rather, “How did the Supreme Court compare to other branches of the federal government at the time?” Have these Justices, prevented against removal from office by discontented voters (in contrast to the President and the members of Congress), done any better than the elected branches of government at protecting racial minorities in America?
