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The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.

The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.

Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.

The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.

In the context of educational segregation by ethnic group, it has been argued that rigorous pairwise segregation comparisons over time or across space should be invariant in two situations: when the ethnic composition of the population changes while the distribution of each ethnic group over the schools remains constant (invariance 1), or when the size distribution of schools changes while the ethnic composition of each school remains constant (invariance 2). This paper makes two contributions to the segregation literature. First, it argues by means of the Mutual Information or M index, which is neither invariant 1 nor 2, that both properties have strong implications, and it provides reasons to defend that the overall segregation index need not satisfy either one. Second, nevertheless, it is shown that in pairwise comparisons this index admits two decompositions into three terms. In the first decomposition, a term is invariant 1 and also satisfies a weak version of invariance 2. In the second decomposition, a term is invariant 2 and also satisfies a weak version of invariance 1. It is shown that these decompositions can be used to reach the analogous ones obtained in Deutsch et al. (2006).

How can the author, as social studies methods instructors, assist future elementary teachers develop the knowledge and skills to engage young students in critical examinations of race and racism, and feel empowered to take action against racial oppression? The purpose of this paper is to share one of many possible ways of “doing race” in elementary social studies teacher education.

First, the author proposes the topic of school segregation as a relevant and engaging inroad for elementary students to learn about race and racism. Then, the author outlines and problematizes a dominant approach to teaching about school segregation in elementary classrooms and suggests an alternative approach informed by critical race theories. Next, the author provides counterstories to dispel the dominant narrative of school segregation from an Asian critical race theory perspective. This is followed by an explanation of the lesson the author teaches in the author’s elementary social studies methods course that utilizes these perspectives and counterstories.

By using Asian-American counterstories of school segregation, the lesson seeks to assist preservice elementary teachers in disrupting the dominant teaching practices and discourses around school segregation and helps preservice teachers develop the critical understandings and competencies needed to successfully teach about race and racism in elementary classrooms.

The author concludes by discussing the possibilities and implications of the lesson.

Examines patterns of social exclusion in the compulsory school system of England and Wales. Suggests that the weakening of local government control of the school system from the 1980s onwards led to a very real fear that market forces would lead to increased polarisation of school intakes and results in terms of social background. Lists key policy changes and early research relevant to the increased use of market forces in compulsory education. Describes the methods used to investigate the impact of this policy change on the secondary school system. Summarises the findings before presenting some tentative explanations and conclusion. States that the Local Education Authority still have a significant role to play.

Using bibliometrics, this study aims to explore the intellectual structure of social segregation research, key contributors, thematic areas and hotspot topics.

A bibliometric analysis was performed for more than 15,000 research papers listed in one of the famous, rich and widely used scientific databases: Web of Science (WoS). This review approach was used to identify social research hotspots on segregation, intellectual structure, borders and development trends. VOSviewer and Gephi software were employed for mapping and analysis.

The study indicates a marked increase in segregation research, particularly from a spatial/urban perspective. The study reveals the interrelationship between segregation and many other social concepts, such as social equality, cohesion, integration and inclusion. In conclusion, addressing the ramifications resulting from the multiple forms of segregation will help in implementing social policies and evaluating their impact on achieving inclusive social development in general and the 2030 agenda of Sustainable Development Goals (SDGs) in specific.

This study remains limited to the precision and thoroughness of the bibliographic data gained from WoS.

This study is valuable for readers to gain rich insights into the state of research on social segregation. It also provides ideas for future research that prospective authors and interested research and academic institutions can investigate.

This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

The pattern of racial segregation in U.S. elementary and secondary schools has changed significantly over the last 25 years. This chapter examines the relationship between the racial composition of schools and the choices white parents make concerning the schools their children attend. Restricted access files at the Bureau of the Census allow us to identify each household's Census block of residence and, in turn, suburban public school districts and urban public school attendance areas. We find that the racial composition of schools and neighborhoods are very important in the school and location decisions of white families.

Purpose – We propose the Information Theory of Segregation, which holds that all measures of segregation and of inequality are united within a single conceptual framework. Accepting this framework implies that all measures of inequality can also be used to measure segregation and that all measures of segregation are fundamentally based on measures of inequality.

Methodology – We state several propositions that follow from the information theory perspective, and show mathematically that many common measures of inequality and segregation satisfy the propositions.

Findings – We show that all common measures of inequality can be used to form measures of segregation and that the resulting measures can be applied to binary, polytomous, and continuous variables. Further, we develop several new measures, including a Gini Segregation Index (GS) for continuous variables and Income Dissimilarity Index (ID), a version of the Index of Dissimilarity suitable for measuring economic segregation. We show that segregation measures can easily be adapted to handle persons of mixed race, and describe the Non-Exclusive Index of Dissimilarity (NED) and the Non-Exclusive Entropy Index of Segregation (NEH). We also develop a correction for structural constraints on the value of segregation measures, comparable to capacity constraints in a communications channel, which prevent them from reaching their theoretical maximum or minimum value.

Originality – Placing inequality and segregation measures in a common framework is useful for several reasons. It highlights a common mathematical structure shared by many different segregation measures, and it suggests certain useful variants of these measures that have not been recognized previously.

The Remember: The Journey to School Integration lesson introduces students to the ideas of segregation and school integration. The lesson is designed to be a combination of teacher-led ins-truction and student-centered learning. Students build and develop their background knowledge on the topics of segregation and the integration of public schools. Once a knowledge base has been established, students look at the pictures from Toni Morrison’s book, think critically about the message being conveyed in them, and then create their own comprehensive response to the material presented in the entire lesson.