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ERIC Number: EJ724972
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0013-1946
The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind
Loyce Caruthers
Educational Studies: Journal of the American Educational Studies Association, v37 n1 p24-40 2005
This article describes school desegregation as a 3-generational, intricately linked process. The 1st generation included efforts toward physical desegregation for African American students; the 2nd generation emphasized equal access to classrooms, teaching bias, and ability groups; and the challenges of the 3rd generation include barriers to equal education outcomes. Dangerous memories of school desegregation are interwoven with historical and sociocultural precepts that have helped to shape schooling in America, including ideas about individualism, merit, cultural superiority, equality, and abundance of economic opportunity. Thus far, school desegregation has failed because many educators have not examined beliefs and assumptions about cultural differences. The unfinished agenda of the 3rd generation persists amidst the complexities of the first 2 generations. The dangerous memories of school desegregation that permeate our minds may be transformed through storytelling. I demonstrate the strategy using the story of an urban school educator, almost 5 decades after Brown v. Board of Education of Topeka, Kansas (1954), and offer suggestions to help educators implement storytelling in their schools.
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education