"Brown v. Board": With All Deliberate Speed?

Autor/in	Hendricks, Monica
Titel	"Brown v. Board": With All Deliberate Speed?
Quelle	In: Yearbook of the National Society for the Study of Education, 105 (2006) 2, S.274-297 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Equal Education; Foreign Countries; Literacy; Court Litigation; School Desegregation; Educational History; United States History; Racial Discrimination; Racial Bias; Social Problems; World History; Educational Quality; Blacks; African Americans; Minority Groups; English (Second Language); Social Justice; African Languages; Language Proficiency; Reading Skills; Writing Skills; Grammar; Reading Comprehension; Spelling; Vocabulary; Curriculum Development; South Africa + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechtsstreit; Integrative Schule; History of education; Bildungsgeschichte; Racial bias; Rassismus; Racial discrimination; Social problem; Soziales Problem; Weltgeschichte; Quality of education; Bildungsqualität; Black person; Schwarzer; Afroamerikaner; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Gerechtigkeit; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Grammatik; Leseverstehen; Schreibweise; Wortschatz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This chapter argues that a detailed, grounded understanding of classroom literacy practices as well as of learners' writing is crucial to begin to change the ongoing and patently unequal educational outcomes that schools often produce. It is impossible to intervene realistically and effectively in an evidential vacuum. The 1955 "Brown v. Board of Education" judgement called for "all deliberate speed" in desegregating education in the United States. Yet, rather than signalling speed or urgency, that formulation was actually a multipurpose compromise that allowed pro-segregationist southern states to decide their own timeframes for desegregation. The continuing case of "Williams v. State of California" represents yet another attempt to redress enduring educational inequality in the United States through a legal change. By comparison, in South Africa, mass-based popular organisation was the dominant expression of political and civil rights struggle throughout the 20th century. This response chapter problematises both Alexander's discussion of social identity and contemporary South African state policies meant to redress inherited historic imbalances that remain in present-day South Africa. (Contains 5 tables and 10 notes.) (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10