School Integration in the New Jim Crow: Opportunity or Oxymoron?

Autor/in	Horsford, Sonya Douglass
Titel	School Integration in the New Jim Crow: Opportunity or Oxymoron?
Quelle	In: Educational Policy, 33 (2019) 1, S.257-275 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Horsford, Sonya Douglass)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818810526
Schlagwörter	School Desegregation; Civil Rights; Racial Discrimination; African Americans; Whites; Racial Bias; Critical Theory; Race; Educational Policy; Desegregation Litigation; Federal Legislation; Civil Rights Legislation; Voting; United States History; Educational History; School Segregation + Suchen Sie Ihr Suchwort? Integrative Schule; Bürgerrechte; Grundrechte; Zivilrecht; Racial bias; Rassismus; Afroamerikaner; White; Weißer; Racial discrimination; Kritische Theorie; Rasse; Abstammung; Politics of education; Bildungspolitik; Bundesrecht; Private law; Bürgerliches Recht; Abstimmung; History of education; Bildungsgeschichte
Abstract	In this article, I consider the limitations of school integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow--America's system of racial caste in the post-Civil Rights Era. Applying critical race theory as critical policy analysis, I discuss the importance of theorizing race in school integration research and recentering Black citizenship and equality as fundamental goals of school desegregation. I conclude with a call to desegregate the research on school desegregation through critical policy analyses that deconstruct liberal education policy agendas, create new policy knowledge, and reject the institutionalization of Black educational inferiority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01