Second-Class Integration: A Historical Perspective for a Contemporary Agenda

Autor/in	Walker, Vanessa Siddle
Titel	Second-Class Integration: A Historical Perspective for a Contemporary Agenda
Quelle	In: Harvard Educational Review, 79 (2009) 2, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	African American Teachers; Teacher Attitudes; Educational History; African American Education; Equal Education; School Desegregation; Desegregation Methods + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; History of education; Bildungsgeschichte; Integrative Schule
Abstract	In this essay, Vanessa Siddle Walker invokes the voices of black educators who challenged the diluted and failed vision for an integrated South after the 1954 "Brown v. Board of Education" decision mandating school desegregation. Through collaboration and activism, these educators fought against the second-class integration implemented in the southern states and instead advocated for true equality and empowerment for black children entering integrated schools. Walker demonstrates that these educators' critiques are strikingly applicable to the present U.S. educational system, as they highlight our country's failure to provide educational equity despite decades of debate about its necessity and reforms to address the injustices. She advises President Obama's administration to incorporate these original visions of black educators in efforts to craft and advance a new vision for integration and racial equality in schools. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10