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Author: United States. Congress. House Rules
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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Book Description
Author: United States. Congress. House Rules
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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Book Description
Author: United States. Congress. House. Committee on the Judiciary. Special Subcommittee on Civil Rights
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 464
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Book Description
Discusses OE implementation of school desegregation requirements of the Civil Rights Act of 1964.
Author: United States. Congress. House. Committee on Rules
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 124
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Book Description
Author: United States. Congress. House. Committee on the Judiciary
Publisher:
ISBN:
Category :
Languages : en
Pages : 474
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Book Description
Author: United States. Congress. House. Committee on Rules
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 18
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Book Description
Author: United States. Office of Education. Equal Educational Opportunities Program
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 8
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Book Description
Author: United States. Community Relations Service
Publisher:
ISBN:
Category : School discipline
Languages : en
Pages : 32
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Book Description
Author: United States. Congress. House. Committee on Rules
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 110
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Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Civil rights
Languages : en
Pages : 30
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Book Description
Author: Jeffrey Prager
Publisher: Springer Science & Business Media
ISBN: 1461321352
Category : Psychology
Languages : en
Pages : 273
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Book Description
The desegregation situation is the keynote theme of the following chapters. I Each of them touches on a different dimension of the situation: the historical, the temporal, the spatial. But the reader, perusing the essays with the situation in mind, should remember that the desegregation situation should not be inter preted literally. Authorities and adults certainly, school-age children probably, are influenced by their awareness of a sequence of past and future situations. Some may even operate with William James's (1890, p. 608) notion of "the specious present" that "has melted in our grasp, fled ere we could touch it, gone in the instant of becoming," thus reducing the potency of the present situation. Others may be dancing to a slower tempo of change, thus becoming more responsive to the present situation. Whatever the perceived tempo, many must share the view that the future may reverse the direction of the past. Some may see that new future direction as unswerving, unending, or long-lasting; others may see it as short-lived. And it is through attention to the phenomenological description of desegregation that these issues can be explored; a theme that is considered in several of the following chapters.
