Democracy Now? Race, Education, and Black Self-Determination

Autor/in	Dixson, Adrienne
Titel	Democracy Now? Race, Education, and Black Self-Determination
Quelle	In: Teachers College Record, 113 (2011) 4, S.811-830 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Urban Schools; Race; Equal Education; Racial Segregation; Democracy; Court Litigation; Educational Policy; Policy Analysis; Democratic Values; School Desegregation; Social Justice; African Americans; African American Education; Civil Rights; School Law; Constitutional Law; Educational Principles + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Rassentrennung; Demokratie; Rechtsstreit; Politics of education; Bildungspolitik; Politikfeldanalyse; Integrative Schule; Soziale Gerechtigkeit; Afroamerikaner; Bürgerrechte; Grundrechte; Zivilrecht; Law concerning schools; Schulrecht; Staatsrecht; Bildungsprinzip
Abstract	Background/Context: The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No. 1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially "undoing" the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study: Given the rhetoric that education in the United States is the "great equalizer," this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design: This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations: The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10