Learning in a burning house: educational inequality, ideology, and (dis)integration

Machine generated contents note: The Desegregation Dilemma

Desegregation v. Integration

Centering Race and Voice in the Desegregation Discourse

Black Superintendent Perspectives

Purpose and Overview

pt. I EDUCATIONAL QUALITY AND INEQUALITY

1. Neither Separate nor Mixed nor Equal

An Unequal and Improper Education

Is Separate Inherently Unequal?

Our Colorblind Constitution

The End of Racism?

Conclusion

2. A Safe House: Life in Segregated Schools

From Negro Student to Black Superintendent: An Informed Perspective

Black Schools as Pillars of Strength

Preparing Students for the White World

Conclusion

pt. II THE IDEOLOGY OF INTEGRATION

3. Integration and Interest Convergence

From Jim Crow to Oliver Brown

Why Brown Happened When It Happened

Education as a Civil Right

Too Much Deliberate, Not Enough Speed

Conclusion

4. Vestiges of Desegregation: Proximity Without Affinity

Consequences for Black Families, Schools, and Communities

Diversity as Education Policy: The Illusion of Inclusion

From Vestiges of Segregation to Vestiges of Desegregation

Underestimating the Prejudice of Race

Conclusion

pt. III THE INTEGRATION GOAL

5. A Burning House: The Disintegration of Integration

Dangerous Conditions: A Loss of Moral Vision

Fanning the Flames: The Problem with Liberalism

Assessing the Damage: The Importance of Structural Integrity

Conclusion

6. On Becoming Firefighters: Our Moral Activist Duty to Equal Education

A Moral Vision of Equal Education

A Critical Race Approach to Equal Education

Conclusion

Conclusion: Learning in the World House

The Death of Distance: Preparing Global Citizens through Education

Improved Means to an Improved End: Aligning Meaningful Goals to Meaningful Outcomes

Our Great Inheritance: Learning in the World House.