One of the most interesting questions in education has to do with segregation. Is desegregation an end in itself? To the extent that it has been shown to work, why does it? How is this measured? The answer to the questions surrounding segregation is tied to the history of systemic racism in the US, and, similarly to current debates about how to handle local and systemic reparations for historically underserved communities. Integration is often seen as a proximity issue, meaning that there is often an assumption that integration works somehow because black kids sit next to white kids in a classroom. As P.L. Thomas puts it in his blog The Becoming Radical:
Doing something about segregation—whether we mean public policy or public activism—must be doing something about equity, and not continuing the mistake of reading segregation as a problem of simple proximity.
This set of readings provides a brief look at how desegregation efforts played out in the US for a period in the 1970s and 80s following the Brown versus Board decision—a period when there was active court enforcement of desegregation efforts. The readings and podcast also provide a current view of how minority schools—both those that have remained segregated and those that have reverted to full segregation–are now being swept away or reconstituted under a broad policy of school reform that identifies so-called low-performing urban schools as “failing”. And, finally, we take a look at the intersecting role of class and race in school segregation.