Essay on desegregation historiography - 1258 Words

Equality and equal opportunity are two terms that have changed or have been redefined over the last 100 years in America. The fathers of our constitution wanted to establish justice and secure liberty for the people of the United States. They wrote about freedom and equality for men, but historically it has not been practiced. In the twentieth century large steps have been made to make the United States practice the ideals declared in the Constitution and Bill of Rights. The major changes following Rosa Park’s refusal to give up her bus seat to a young white man and the Brown v. Board of Education trial in 1954. These Supreme Court rulings altered American society and began the desegregation and integration movements. In the 1950’s many†¦show more content†¦Desegregation would improve the performance of blacks without lowering that of whites. Friedman, Meltzer and Miller agree that the presence of improvement does not happen uniformly among integrated schools. While Ian M. Harris writes about the Coleman study in his Criteria for Evaluating School desegregation in Milwaukee, and believes that the improvement always takes place when schools are desegregated. According to Harris certain requirements that schools and policies should meet if they are to aid in integration. There must be equality in school desegregation for all races and the burden of responsibility falls on all races and not just one. Further, fairness must bee practiced when giving demands and benefits to students. For desegregation to be successful integration must be the result. One of Harris’s strong arguments is about the â€Å"forced voluntary† strategy for desegregation. This system to desegregate places the burden on black parents and children. There must be a racial balance in the system of administrators, teachers and role models for black students. When desegregating schools Harris says bussing is not the answer. Rather â€Å"forced voluntary† is the way of action. Allowing students to choose which schools they would like to attend instead of making them go to a specific school lets them feel like they had a choice in the matter. This leaves way for integration to occurShow MoreRelatedThe Poster, By Judith Giesberg1574 Words   |  7 Pagesdemarcation by replacing males in fields and arsenals, confronting state officials in acquiring resources, joining political activities on streets, or travelling to battlefields to retrieve their loved ones’ bodies (9-10). Challenging the established historiography assuming that only no rthern middle-class white had political influence and war protests or disruption of the authorities exclusively belonged to the lower class females in the Confederacy, Giesberg innovatively argued that despite spatially distantRead MoreCultural Marxist George Lipsitz In The Possessive Investment1698 Words   |  7 Pagesconception of racism history in the context of political changes in the Untied States. Lipsitz is not the first historian to analyze critical racism theory, but he is the first to extend the analysis into the late twentieth century. Traditional historiographies of whiteness in the United States emphasize the critical examination and reorganization of the persistent racial discrimination constructed from the problem of white identity. Lipsitz investigates the racialized structure of contemporary AmericaRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesmundane level, migration 14 †¢ CHAPTER 1 itself has become inseparable from the daily machinery of migration control and evasion. Indeed, borders have shaped our knowledge of migration as deeply as the process of migration itself. The historiography of migration is built and fragmented around nation-centered themes such as assimilation, push-pull, national identity, debates over national legislation, and diasporas with their attachment to home nations. Enormous and inconclusive social science