The Resegregation of Schools: Education and Race in the Twenty-First Century

Description

Access to a quality education remains the primary mechanism for improving one’s life chances in the United States, and for children of color, a “good education” is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a “post-racial” epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal. Cover Half Title Title Page Copyright Page Table of Contents List of Figures List of Tables Foreword You can’t Always Get What You Want: Understanding School Desegregation in the 21st Century Back to the Future What CRT can Tell us about School Desegregation Is School Desegregation the Only Choice? Notes References Court Cases Cited: Introduction 1. The Same but Different: “Post-Racial” Inequality in American Public Education Laying the Foundation: Early Inequity in American Education Raising the Wall: “Separate but Equal” Becomes the Law of the Land The Great Wall Falls: Brown V. Board of Education Removing the Rubble: The Voluntary “Mistakes” of Seattle and Louisville Less Than a Wall But More Than a Fence: Residence is the “New” Proxy for Race If at First you Don’t Succeed, Just ask the Chief Justice for Help: Euclid’s Resurrection The Grass is Greener on the Other Side: Euclid’s Manifestation in San Antonio V. Rodriguez (1973) A Nation at Risk: The Property Line Problem Where do we go from Here?: The Future of America and its Public Education System Notes References 2. From Segregated, to Integrated, to Narrowed Knowledge: Curriculum Revision for African Americans, From Pre-Brown to the Present Curriculum, Segregated Knowledge, and the New Negro Multicultural and Integrated Knowledge Narrowed Knowledge Era Discussion Conclusion Notes References 3. The Power of Counterstories: The Complexity of Black Male Experiences in Pursuit of Academic Success Introduction State of Affairs for Black Males Critical Race Theory and Black Males Black Male Voice and Experience in Schools: Some Key Studies How Black Males see Schools: Privileging their Stories Design Principles for Counterstories Final Thoughts References 4. Closing the Schoolhouse Doors: State Efforts to Limit K–12 Education for Unauthorized Migrant School Children Introduction Unauthorized Migration: Historically and Today Unauthorized Migrants’ Legal Right to K–12 Education Schools and the Creation of Committed Democrats The Power of Anti-Democratic Experiences Unauthorized Migrants as Committed Democrats References 5. (In)capable and (Un)deserving: A Critical Race Media and Policy Analysis of Educational and Immigration Policies Purpose of Our Chapter Foundations of Critical Race Theory in Media, Policy, and Education An Historical Overview: Segregation Coupled with Policies for the (In)capable Methodology and Methods Findings & Implications: Framing Voices in the Political and Media Discourse Conclusion Notes References 6. Prison Schooling: Segregation, Post-Racialism, and the Criminalization of Black and Brown Youth Introduction Context and Data Methodology The Post-Racial State as Parent Post-Racialized Black Families: Moynihan Resurrected Post-Racial Eugenics: The Criminal Genome Project Conclusion Notes References 7. The Impact of School Resegregation on the Racial Identity Development of African American Students: The Example of Wake County The Significance of Whiteness: Whiteness as Property Black Racial Identity and the Education of African American Students The Schooling of African Americans in the Deep South Segregated Schools in the South Desegregated Schools in the South Segregated vs. Desegregated Schools in the South Resegregated Schools’ Impact on Racial Identity: The Story of Wake County A Critical Race Analysis of the Resegregation of Wake County: Housing, Neighborhood Schools, and Racial Identity School Resegregation, Whiteness as Property, and Racial Identity Implications Future Research References 8. Interstate School Choice? Evaluating Educational Quality in Metropolitan Regions that are Divided by State Lines Method Results of Missouri and Illinois Comparison Comparison of State of Missouri to St. Louis Metro West (MO) Region School and Teacher Data Comparison of State of Illinois to St. Louis Metro East (IL) Region School and Teacher Data Region-to-Region: Comparison of St. Louis Metro West (MO) to St. Louis Metro East (IL) Proficiency by State Lines: Student Performance Data for St. Louis Metro West and East A Closer Look at Missouri Proficiency Categories Discussion Educational Significance Notes References 9. Toward a Critical Race Case Pedagogy: A Tool for Social Justice Educators Introduction Extending Critical Race Pedagogy Counterstory-Telling as Pedagogy A Model for Critical Race Case Pedagogy Conclusion Appendix Notes References Contributors Index