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ERIC Number: EJ1054155
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0548-1457
The Importance of History in the Racial Inequality and Racial Inequity in Education: New Orleans as a Case Example
Parsons, Eileen Carlton; Turner, Kea
Negro Educational Review, v65 n1-4 p99-113 2014
Racial equality and racial equity in U.S. education has been elusive although decades of education reform have them as goals. Current discourse advocate colorblind and post-racial solutions to racial inequality and racial inequity in education; these solutions implicate presentism, a view that exclusively circumscribes the existence of present-day conditions to the here and now. On the supposition that history is important in understanding present-day challenges, the article promotes historical reflexivity, a process in which education reformers consider the history around present-day desired goals and related outcomes. To illustrate the relevancy of history in developing education reform that facilitates progress towards racial equality and racial equity, a historical trace of racial inequality and racial inequity in education for the U.S. writ large and New Orleans specifically is presented.
Negro Educational Review, Inc. NER Editorial Offices, Fayetteville State University, 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1111; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Grant or Contract Numbers: N/A