“Inherently Unequal”

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
Public Schools ◽  
Board Of Education ◽  
Black Schools ◽  
The People ◽  
The Us ◽  
The Future ◽  
White Schools ◽  
Basketball Team

This chapter discusses the US Supreme Court's decision to prohibit segregation in public schools in Brown v. Board of Education. Principals and coaches at KHSAL member schools realized that the decision could undermine their very existence, and talk of desegregation raised a litany of questions: When will it happen? Will black schools now play white schools? Will black schools be closed immediately? These questions were frightening in places where segregation was the only law the people had ever known. But the future was clear to Whitney Young, who told his faculty and students: “Segregation created Lincoln Institute. Integration will destroy it.” Meanwhile, the Lincoln basketball team, behind John Cunningham, won the 1955 KHSAL state championship.

Introduction

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
Public Schools ◽  
African Americans ◽  
Black Communities ◽  
Board Of Education ◽  
The Us

The US Supreme Court’s 1954 decision in Brown v. Board of Education prohibited segregation in public schools, correcting a century of injustice and unequal education experienced by generations of young African Americans. But such a necessary correction resounded well beyond its intent, triggering consequences that altered cherished institutions in black communities throughout the country. Few were affected more than the strong tradition of high school basketball, and nowhere was that transformation more graphic than in hoops-mad Kentucky....

Another Birth of Freedom

2017 ◽  
Author(s):  
Angélica Maria Bernal
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Mexican American ◽  
Subject Position ◽  
Constituent Power ◽  
Constitutional Politics ◽  
The People ◽  
The Us ◽  
To Come ◽  
We The People

This chapter examines a previously unexplored perspective on the US civil rights refounding: Méndez v. Westminster School District et al. (1947), a case reflecting the political and legal struggles of Mexican American parents in 1940s Orange County to challenge their children’s segregation from California’s public schools. Against familiar interpretations that excluded groups advance social-justice claims before the broader society as appeals to the promises of the Founding or Founders, this chapter argues that even when situated as appeals within the law, foundational challenges are better understood as underauthorized ones: actions that self-authorize not on the basis of an order that once was, but on the basis of a citizen-subject position and political order that are at once precarious and yet to come. This type of constitutional politics, the chapter argues, challenges understandings of democratic self-constitution predicated on a unified “We, the People” by bringing to light the constituent power of the excluded.

Brown versus Board at 62: Marching back into the future

2016 ◽  
Vol 12 (3) ◽  
pp. 244-251
Author(s):  
Cheryl Brown Henderson ◽  
Steven M Brown
Keyword(s):  
Public Schools ◽  
School Finance ◽  
Board Of Education ◽  
The Past ◽  
Urban Core ◽  
The Future ◽  
American Schools ◽  
Separate And Unequal ◽  
Brown Decision

Sixty-two years after the Brown decision, American schools are collapsing under the weight of an antiquated system of school finance, pockets of poverty, and a ‘Black and Browning’ urban core. This article focuses on the march backwards to the de facto re-segregation of our nation’s public schools. In 2016, the racial and ethnic divides that plagued previous generations persist, but we have become less willing to talk earnestly about them and less equipped with responses that reach their core. Education is where we must start. The first step in producing quality schooling for all is to have candid discussions that link the inequalities of the past to the conditions of the present. Until we do that, we will continue to spin our wheels in a deliberately slow manner, wondering why, over 62 years after Brown v. Board of Education, we can still point to schools that are separate and unequal.

New Journey on an Old Road

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
African American ◽  
Public Schools ◽  
Senior High School ◽  
Board Of Education ◽  
The Us

This chapter introduces the Lincoln Institute Tigers and their first trip to Kentucky's state high school basketball tournament as one of the “Sweet Sixteen” in 1960. As an African American high school, Lincoln had not been allowed to participate in the previously all-white tournament until the US Supreme Court's decision in Brown v. Board of Education prohibited segregation in public schools. Lincoln's first opponent was Owensboro Senior High School, which was one of the favorites to win the tournament. The chapter closes with Lincoln taking a slim lead with five minutes remaining in the game and Owensboro having lost two starters to fouls. Nobody expected Lincoln to be in this position, but just a few years earlier, the team would not have been allowed to play in the tournament at all.

The Shaping of a Virtuous Citizenry: Educational Reform in Massachusetts, 1830–1860

1992 ◽  
Vol 6 (2) ◽  
pp. 391-419 ◽  
Author(s):  
Mustafa Emirbayer
Keyword(s):  
Public Schools ◽  
Educational Reform ◽  
Annual Report ◽  
Board Of Education ◽  
Public Schooling ◽  
Public Mind ◽  
The Public ◽  
The People ◽  
One Step ◽  
Civic Virtues

In his “Ninth Annual Report to the Massachusetts Board of Education” (1846), the Secretary of the Board, Horace Mann, discussed the teaching of moral and civic virtues inside the classrooms of American public schools. “The question now arises,” he declared, “and it is a question on which the worth or worthlessness of our free institutions is suspended—whether [our schools] be put in requisition to impart a higher moral tone to the public mind; to enthrone the great ideas of justice, truth, benevolence, and reverence in the breasts of the people.” For Mann, of course, the answer was self-evident: it was the special task of public schooling to carry out “a revolution…down among the primordial elements of human character” itself. “[E]very fibre in the nation,” he declared, “should be strained to the endeavor…. It is the mission of our age to carry this cause one step further… in its progress of development.”

Editorial: Migration costs

2009 ◽  
Vol 6 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Martha W. Rees
Keyword(s):  
Public Schools ◽  
Public Services ◽  
Mexican Immigrants ◽  
Food Stamps ◽  
Costs And Benefits ◽  
Unemployment Compensation ◽  
The Us ◽  
Mexican Immigrant Men ◽  
Migration Costs ◽  
Immigrant Men

Much has been written about the costs—and benefits--of migration--in terms of the costs to the US (or receiving regions) and of the benefits to migrants. Massey (2005) concludes that because (Mexican) immigrants pay taxes, they are not a drain on public services. In fact, migrants are less likely to use public services, and pay taxes for services they don’t use. Almost two-thirds have Social Security taxes withheld, only 10% have sent a child to public schools, and under 5% or have used food stamps, welfare, or unemployment compensation. They also pay sales taxes. In terms of criminality, Rumbaut and Ewing (2007) refute the myth that migrants bring crime. They find that Mexican immigrant men have a lower rate of incarceration (0.7%) than US born Latinos (5.9%) or for US born males (3.5%).

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