Abstract
White resistance long delayed the educational changes that Brown v. Board of Education (1954) promised. Many blacks did not welcome this change either. As Judge Loren Miller wrote, “The harsh truth is that the first Brown decision was a great decision; the second Brown decision was a great mistake.”1
What will happen to the children? … Would the new academic environment still encourage black students to learn?
—Vanessa Siddle Walker
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Notes
The epigraph has been taken from Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina, 1996): 212.
Loren Miller, The Petitioners: The Story of the Supreme Court of the United States and the Negro (New York: Pantheon Books, 1966).
Charles V. Willie and Sarah S. Willie, “Black, White, and Brown: The Transformation of Public Education in America,” Teachers College Record 107 (2005): 481.
Derrick P. Alridge, “Conceptualizing A Du Boisian Philosophy of Education: Toward A Model for African-American Education,” Educational Theory 49 (1999): 363.
Jerome E. Morris, “Research, Ideology, and the Brown Decision: Counter-narratives to the Historical and Contemporary Representation of Black Schooling,” Teachers College Record Volume 110 (2008): 719.
Linda Moore, “Toward Politics of Body and Conscience,” in Body Movements: Pedagogy, Politics, and Social Change, ed. S. Shapiro and S. Shapiro (Cresskill, NJ: Hampton Press Inc, 2002): 255–6.
Luce Irigaray, “Interview,” in Women Analyze Women in France, England, and the United States, ed. E.H. Baruch and L. Serrano (New York: New York University Press: 1988): 159.
Gloria Ladson-Billings, “Landing on the Wrong Note: The Price We Paid for Brown,” Educational Researcher 33 (2004): 5.
Robert Crain, The Politics of School Desegregation (Garden City, NJ: Doubleday, 1969): 6.
Karen Lebacqz, Six Theories of Justice (Minneapolis: Augsburg Publishing House, 1986): 86.
August B. Hollingshead, Elm Town’s Youth (New York: John Wiley and Sons, 1949): 125.
Donna M. Davis, “Merry-Go-Round: A Return to Segregation and the Implications for Creating Democratic Schools,” Urban Education 39 (2004): 398.
Tara J. Yosso, Laurence Parker, Daniel G. Solorzano, and Marvin Lynn, “Critical Race Discussion of Racialized Rationales and Access to Higher: From Jim Crow to Affirmative Action and Back Again,” Review of Research in Education 28 (2004): 9–10.
Vann Dempsey and George Noblit, “Cultural Ignorance and School Desegregation,” in Beyond Desegregation: The Politics of Quality in African American Schooling, ed. Mwalimu J. Shujaa (Thousand Oaks, CA: Corwin): 119–37.
See J.D. Anderson, The Education of Blacks in the South, 1860–1935 (Chapel Hill: University of North Carolina Press, 1988)
Russell Irvine and Jackie Irvine, “Impact of the Desegregation Process on the Education of Black Students: Key Variables,” Journal of Negro Education 52 (1983): 410–22
Michelle Foster, Black Teachers on Teaching (New York: New Press, 1997)
Jerome E. Morris, “American Schooling and Community in the Urban South and Midwest Can Anything Good Come From Nazareth? Race, Class, and African American Schooling and Community in the Urban South and Midwest,” American Education Research Journal 41 (2004): 101.
Jerome E. Morris, “A Pillar of Strength An African American School’s Communal Bonds With Families and Community Since Brown” Urban Education 33 (1999): 585.
See, e.g., Morris, “A Pillar of Strength”; Siddle Walker, Their Highest Potential; Sherick A. Hughes, Black Hands in the Biscuits, Not in the Classrooms: Unveiling Hope in a Struggle for Brown’s Promise (New York: Peter Lang, 2006)
Ruben Donato, The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era (Albany, NY: State University of New York Press, 1997).
Copyright information
© 2009 Kate Willink
About this chapter
Cite this chapter
Willink, K. (2009). Pedagogy and Social Change. In: Bringing Desegregation Home. Palgrave Studies in Oral History. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230100572_7
Download citation
DOI: https://doi.org/10.1057/9780230100572_7
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37662-9
Online ISBN: 978-0-230-10057-2
eBook Packages: Palgrave History CollectionHistory (R0)