White Subversion of Public School Desegregation in South Carolina, 1963-1970

2020 ◽  
Vol 60 (2) ◽  
pp. 223-246
Author(s):  
Stephen Lowe

Abstract Despite small victories for black South Carolinians in desegregating Clemson College and the University of South Carolina in 1963, federal court cases dealing with public education in the mid- to late 1960s reveal that South Carolina officials were willing to go to great lengths to preserve segregation. 1963 as a turning point on South Carolina’s desegregation history should be reconsidered. The state had no lack of white politicians, bureaucrats, and parents who continued to appeal to the courts to undermine the transformative intent of Brown v. Board. Despite some minor steps toward desegregation—small steps that whites were willing to allow as long as they helped to forestall any real integration—white South Carolinians were able, through legal delay and obfuscation, to subvert the promise of “integration with dignity.” Ultimately, policy-related efforts failed and by the early 1970s, desegregation had become a reality. However, personal defiance successfully thwarted integration, leading some white parents to permanently quit the public school system.

1978 ◽  
Vol 160 (2) ◽  
pp. 7-18
Author(s):  
Robert A. Dentler

This article summarizes the positive educational, social, and political effects that can result from the advent of public school desegregation. It distinguishes these from unplanned, coincidental outcomes for students, such as academic achievement. It then contrasts the educational situation in Boston in 1973, stressing the historical decay of a once adequate public school system, with the improvements and reforms introduced through federal court intervention, including an account of sources of public resistance and political conflict. Finally, the article provides a summary of the unfinished educational reform agenda facing the Boston public school system and the paradox entailed in treating these in a context of drastic declines in enrollment resulting from shrinking births and regional out-migration.


2021 ◽  
Vol 5 (9) ◽  
pp. 148
Author(s):  
Eliandra Gleyce Dos Passos Rodrigues

O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.


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