‘Let me in, I have the right to be here’: Black youth struggle for equal education and full citizenship after the Brown decision, 1954–1969

2013 ◽  
Vol 9 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Vincent Willis
Keyword(s):  
Black Youth ◽  
Equal Education ◽  
Brown Decision ◽  
The Right

The Female Seminary Movement and Woman's Mission in Antebellum America

1985 ◽  
Vol 54 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Leonard I. Sweet
Keyword(s):  
Social Economic ◽  
School Education ◽  
American Education ◽  
Advanced Education ◽  
Antebellum America ◽  
Equal Education ◽  
Late Eighteenth ◽  
The Rich ◽  
The Right ◽  
Female Seminary

The years 1820–1850 were characterized by a remarkable transition in American education. A decisive shift occurred in the philosophy and patterns of educating American women which would have marked social, economic, and political ramifications in antebellum America. In the late eighteenth and early nineteenth centuries, females were seen as weaker intellectually than males; they were denied the right to an equal education with males; and they were educated haphazardly, with few formal opportunities beyond a district school education for any but the rich. Even the “advanced” education at dame schools, boarding schools, and female academies sought only to further domestic skills, social polish, and parlor savvy.

“BRAINWASHING FOR THE RIGHT REASONS WITH THE RIGHT MESSAGE”: IDEOLOGY AND POLITICAL SUBJECTIVITY IN BLACK ORGANIZING

2021 ◽  
Vol 26 (4) ◽  
pp. 401-420
Author(s):  
Chaniqua D. Simpson ◽  
Avery Walter ◽  
Kim Ebert
Keyword(s):  
Content Analysis ◽  
Black Men ◽  
Black Youth ◽  
The State ◽  
Political Subjectivity ◽  
Police Reform ◽  
Police Violence ◽  
Primary Documents ◽  
The Right ◽  
Depth Interviews

Media outlets and academics often oversimplify and mischaracterize current manifestations of Black mobilization as a movement that opposes police violence against Black men, supports police reform, and desires assimilation and integration into the state. In reality, however, the movement is much more complex. We examine how Black Youth Project 100 (BYP100), a prominent organization in the Movement for Black Lives (M4BL), creates, teaches, and negotiates ideology. Drawing on fieldwork with Black organizers involved in the M4BL, in-depth interviews and conversations with Black organizers, and a content analysis of primary documents from the movement, we find that rather than promote assimilation, Black organizers use intersectional ideology to socialize members into an understanding of a racialized state. This socialization allows members to develop political subjectivity that not only challenges the state but also transforms their everyday lives and relationships.

Editor's Note

2003 ◽  
Vol 26 (2) ◽  
pp. i-iv
Author(s):  
Faythe Turner
Keyword(s):  
United States ◽  
Urban Areas ◽  
Access To Health Care ◽  
The United States ◽  
United States Government ◽  
Refugee Status ◽  
Equal Education ◽  
Brown Decision ◽  
The Moment ◽  
Fair Access

In its larger contexts the topic of this issue of Ethnic Studies Review, “Fair Access,” has many referents. In 2004 we are marking the fiftieth anniversary of Brown v Board of Education which stated unequivocally that separate but equal systems of education did not and could not exist, and yet equal education for all our children still does not exist. Recent reports detail that in many urban areas school systems are at least as segregated as prior to the Brown decision, and all levels of government seem satisfied with that status quo. We watch with astonishment as over six hundred people are being detained by the United States Government without charges against them or access to lawyers at Guantanamo. We witness at the moment of Haiti's celebration of its 200th anniversary of independence not only the mysterious removal of the democratically elected President of Haiti but also the continual refusal to grant refugee status to fleeing Haitians while it is granted to Cubans almost automatically, thus creating great inequities in immigrant access. We decry the Patriots Act passed by the Congress of the United States at the instigation of the Bush Administration that whittles away at the freedoms guaranteed by our Constitution. We know that many do not have access to health care in the United States. These and other issues of fair access must be our daily concern.

From the classroom to the courtroom: litigating education rights in South Africa

2018 ◽  
pp. 143-168
Author(s):  
Jason Brickhill ◽  
Yana van Leeve
Keyword(s):  
South Africa ◽  
Public Schools ◽  
South African ◽  
Basic Education ◽  
Constitutional Court ◽  
Equal Education ◽  
The Right ◽  
Second Category ◽  
School Governing Bodies ◽  
Specific Education

This chapter focuses on two streams of education litigation concerning public schools in South Africa: first, cases concerning contestation over the power to formulate policy for schools in the education system established in the new democratic era; and, second, cases seeking to compel the state to provide specific education inputs. In respect of the power to determine key school policies, the South African Constitutional Court has sought to strike a balance between recognising the democratic and community-level legitimacy of school governing bodies, on one hand, and the need to empower government to act in the interests of all students and to promote equal education, on the other. In the second category of cases, the courts incrementally developed the content of the right to a basic education in section 29(1)(a).

scholarly journals A THINKING PIECE. THE ROLE OF LANGUAGE IN EDUCATION FOR PEACE

2019 ◽  
Vol 3 (4) ◽  
pp. 199-207
Author(s):  
SANAZ ETEMADIBOUSHERI
Keyword(s):  
Ethnic Diversity ◽  
Age Groups ◽  
Citizenship Rights ◽  
Governmental Organizations ◽  
Equal Education ◽  
Non Governmental Organizations ◽  
The Right ◽  
Different Cultures ◽  
Equal Citizenship

Iran is a country of great ethnic diversity. Although the official language of the country is Farsi, more than 8 other languages and hundreds of dialects are spoken throughout the country. This great ethnic diversity has led to emergence and growth of different cultures and religions (both official and non-official). This great diversity has potential for cultural growth and development. In recent years, many non-governmental organizations have made great efforts to teach children peace in different ways. The biggest motivation for these trainings are: to end misbelieves toward education, and professing to equal citizenship rights for all the ethnic groups. In the past 20 years, the issue of the right to equal education has been a hot topic of discussion in most non-governmental children’s researches. This refers to the promotion of peace culture, by peace-based educational programs for all age groups, from the beginning pre-school education stages. A group of active consultants and educational planners did a lot of work in this way. They held lots of workshops and meetings, and achieved successful programs with positive results.

scholarly journals Neighborhood Poverty and Amygdala Response to Negative Face

2020 ◽  
Vol 6 (4) ◽  
pp. p67
Author(s):  
Shervin Assari
Keyword(s):  
Marital Status ◽  
Black Youth ◽  
Neighborhood Poverty ◽  
Amygdala Response ◽  
Neighborhood Income ◽  
The Right ◽  
Negative Face ◽  
Hispanic White ◽  
Neighborhood Ses ◽  
Negative Stimuli

Introduction: Considerable research has established a link between socioeconomic status (SES) and brain function. While studies have shown a link between poverty status and amygdala response to negative stimuli, a paucity of knowledge exists on whether neighborhood poverty is also independently associated with amygdala hyperactive response to negative stimuli. Purpose: Using functional brain imaging data, this study tested the association between neighborhood SES and the amygdala’s response to negative stimuli. Considering race as a sociological rather than a biological construct, we also explored racial heterogeneity in this association between non-Hispanic Black and non-Hispanic White youth. Methods: We borrowed the functional Magnetic Resonance Imaging (fMRI) data of the Adolescent Brain Cognitive Development (ABCD) study. The sample was 2,490 nine to ten years old non-Hispanic Black and non-Hispanic White adolescents. The independent variable was neighborhood income which was treated as a continuous measure. The primary outcomes were the right and left amygdala response to negative face during an N-Back task. Age, sex, race, marital status, and family SES were the covariates. To analyze the data, we used linear regression models. Results: Low neighborhood income was independently associated with a higher level of amygdala response to negative face. Similar results were seen for the right and left amygdala. These effects were significant net of race, age, sex, marital status, and family SES. An association between low neighborhood SES and higher left but not right amygdala response to negative face could be observed for non-Hispanic Black youth. No association between neighborhood SES and left or right amygdala response to negative face could be observed for non-Hispanic White youth. Conclusions: For American youth, particularly non-Hispanic Black youth, living in a poor neighborhood predicts the left amygdala reaction to negative face. This result suggested that Black youth who live in poor neighborhoods are at a high risk of poor emotion regulation. This finding has implications for policy making to reduce inequalities in undesired behavioral and emotional outcomes. Policy solutions to health inequalities should address inequalities in neighborhood SES.

scholarly journals The right to education and study and women's labor rights in Iranian jurisprudence and law and the UNESCO 2030 document

2021 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
OmolBanin Ali Bakhshzadeh ◽  
Moloud Garmroudi Sabet ◽  
Ozra Entekhabian
Keyword(s):  
Analytical Study ◽  
Labor Rights ◽  
Women's Labor ◽  
Right To Education ◽  
Men And Women ◽  
Iranian Law ◽  
Equal Education ◽  
The Right ◽  
International Instruments ◽  
Library Method

n this article, the researcher seeks to examine the right to education and study and women's labor rights in Iranian jurisprudence and law and the 2030 UNESCO document. The present study is a descriptive-analytical study using the library method to investigate the question. The results of the study indicate that both in Islam and Iranian law, as well as in international documents, the equality of women's rights with men is emphasized but the concept of equality in Islam is explained in the sense of proportion and not equality in international instruments, however, equality between men and women means that their rights are equal. Regarding the right to education, there is no contradiction between Iranian jurisprudence and law and the 2030 document because in both Iranian jurisprudence and law, as well as in the documents emphasized in the 2030 document, which leads to the empowerment of women, the right to equal education has been emphasized.

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