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Book part
Publication date: 19 July 2022

Brianna Kurtz, Leon Roets and Karen L. Biraimah

Given the global surge toward the decolonization of curriculum and greater educational equity during the past year, this study helps us to understand the forces and factors that

Abstract

Given the global surge toward the decolonization of curriculum and greater educational equity during the past year, this study helps us to understand the forces and factors that support or inhibit greater equitable access to quality education for all children. In this chapter, the authors analyze and compare a myriad of challenges experienced by the United States and South Africa as they attempt to move beyond a history of racial segregation and apartheid to more equitable access to quality education for all learners. The chapter begins with a brief historical synopsis of each country’s attempts to move beyond years of entrenched racial segregation and/or apartheid governance to greater life chances for all individuals. This discussion includes the role and negative impact of race, ethnicity, geography, language, and/or socio-economic status on enhanced access to equitable education for all. A review of key theoretical perspectives follows and will help to explain how such inequities have survived, as well as how they might be transformed into agents for positive social change. The chapter concludes by suggesting a “way forward” derived from positive historical examples of exceptionally high quality education experienced by some learners, even during difficult periods of racial segregation.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80262-522-6

Keywords

Article
Publication date: 28 May 2021

Joshua DeSantis and Cherish Christopher

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting…

Abstract

Purpose

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students?

Design/methodology/approach

The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms.

Findings

Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not.

Originality/value

This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

Details

Journal for Multicultural Education, vol. 15 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 30 December 2004

Warren J. Blumenfeld

No person in the United States shall, on the grounds or race, color, or national origin, be excluded from participating in, be denied the benefits of, or be subjected to…

Abstract

No person in the United States shall, on the grounds or race, color, or national origin, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal assistance. No otherwise qualified individual with disabilities in the United States shall, solely by reason of his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (U.S. Department of Education, 2001).

Details

Administering Special Education: In Pursuit of Dignity and Autonomy
Type: Book
ISBN: 978-1-84950-298-6

Book part
Publication date: 8 July 2016

Kevin D. Besnoy, E. Camille Fears Floyd, Elvira G. Deyamport and Ashley Cavan

Similar to other parts of the United States, its southern region is still wrestling with the implications of the resegregation of America’s schools. Unlike other parts of the…

Abstract

Similar to other parts of the United States, its southern region is still wrestling with the implications of the resegregation of America’s schools. Unlike other parts of the country, however, the Deep South demons are rooted in a vastly different historical context. This chapter offers an historical analysis of the educational problems in the Deep South, with strong emphasis on gifted programming. Further, in this chapter, we present and describe a framework that could guide educators as they strive to identify giftedness among children of color and implement programming in a culturally responsive manner.

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

Keywords

Book part
Publication date: 23 April 2010

Festus E. Obiakor

Multiculturalism, in theory and practice, has become an important educational phenomenon in today's schools, colleges, and universities. It seeks inclusive avenues that equalize…

Abstract

Multiculturalism, in theory and practice, has become an important educational phenomenon in today's schools, colleges, and universities. It seeks inclusive avenues that equalize opportunities for all individuals (Sue, 2004). To a large measure, it incorporates multiple voices, including those of culturally and linguistically diverse (CLD) persons and communities in solving local, national, and global problems. As it appears, CLD learners are the majority in some of the largest school districts in the United States (Grossman, 1995, 1998; Ladson-Billings, 1994; Obiakor, 2004; Obiakor & Beachum, 2005). For instance, Ladson-Billings (1994) noted that these learners “represent 30 percent of the public school population. In the twenty largest school districts, they makeup over 70 percent of total school enrollment” (p. x). This revelation is particularly important today, especially because the composition of educational professionals and service providers still does not reflect the changing cultural and linguistic compositions of children in schools (Obiakor, 2007, 2008). At some levels, rather than progressive measures of desegregation, we are seeing retrogressive measures of resegregation. While this might not be a necessarily bad idea for some urban schools, the progressive goals of the 1954 Brown versus the School Board of Education in Topeka, Kansas case have somehow failed (Obiakor & Utley, 2004).

Details

Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation
Type: Book
ISBN: 978-1-84950-955-8

Content available
Article
Publication date: 12 July 2019

Kelli Rogers

Abstract

Details

Journal for Multicultural Education, vol. 13 no. 2
Type: Research Article
ISSN: 2053-535X

Book part
Publication date: 12 September 2017

Ebony M. Duncan-Shippy, Sarah Caroline Murphy and Michelle A. Purdy

This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database…

Abstract

This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database reveals variation in depth, breadth, and intensity of BLM coverage in the following newspapers between 2012 and 2016: The St. Louis Post-Dispatch, The New York Times, The Washington Post, The Wall Street Journal, and Al Jazeera English. We review contemporary literature on racial inequality and employ Media Framing and Critical Race Theory to discuss the implications of our findings on public perceptions, future policy formation, and contemporary social protest worldwide.

Details

The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

Keywords

Book part
Publication date: 30 December 2004

K.G. Jan Pillai

The tremendous relevance of societal discrimination to special education of the learning disabled cannot be gainsaid. Mistreatment of disabled children in public and private…

Abstract

The tremendous relevance of societal discrimination to special education of the learning disabled cannot be gainsaid. Mistreatment of disabled children in public and private educational institutions is a bad reflection on the moral and egalitarian values of the society at large. “Many students, regardless of race, who are deemed eligible to receive special education services [mandated by federal laws] are unnecessarily isolated, stigmatized, and confronted with fear and prejudice” (Losen & Welner, 2001, p. 407). According to the U.S. Congress, “poor African-American children are 2.3 times more likely to be identified by their teacher as having mental retardation than their white counterpart” (20 U.S.C. §1400 (8)(c) Individuals with Disabilities Education Act (IDEA)). Congress has also found that a highly disproportionate number of elementary and secondary special education students are African-Americans (IDEA §1400 (8)(D)) and their social disadvantage stems from “lack of opportunities in training and educational programs, undergirded by the practices in the private sector that impede their full participation in the mainstream society” (IDEA §1400 (10)).

Details

Administering Special Education: In Pursuit of Dignity and Autonomy
Type: Book
ISBN: 978-1-84950-298-6

Book part
Publication date: 1 August 2023

Sheryl Croft

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…

Abstract

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.

Book part
Publication date: 10 June 2016

Aaron Roussell and Jason Dunbar

By making the explicit connections between the processes of urban-suburban racial transitions and Wilson and Kelling’s broken windows theory, this chapter proposes the linkage…

Abstract

Purpose

By making the explicit connections between the processes of urban-suburban racial transitions and Wilson and Kelling’s broken windows theory, this chapter proposes the linkage between concern for crime/disorder and anti-Blackness.

Methodology/approach

The contention is supported by recounting and highlighting key historical dynamics and their congruency with the original broken windows treatise; bringing in relevant research regarding racial coding and assumptions; surveys on residential mobility; and theoretical frameworks on colorblind racism.

Findings

The enduring popularity of broken windows theory is likely more due to its colorblind explanations of the suburbanization of urban Whites than to the explanatory merit of the theory. To explain the origin of such (problematic) concepts as “urban decay” and “crime-ridden communities,” the theory deflects concerns for determinative processes such as deindustrialization, integration, overpolicing, and historical anti-Blackness and provides a parable regarding a lack of vigilance in support of community norms, which in White communities have traditionally been segregationist. The moral of the parable is that “urban decay” is the result of Whites allowing desegregation to proceed after Brown v. Board.

Originality/value

This chapter provides a macro-discursive explanation for the popularity of broken windows theory and helps explain its centrality to the ongoing discussions regarding race, territorial and disorder policing, and practices such as stop-and-frisk.

Details

The Politics of Policing: Between Force and Legitimacy
Type: Book
ISBN: 978-1-78635-030-5

Keywords

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