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Economic, Political and Legal Solutions to Critical Issues in Urban Education and Implications for Teacher Preparation (Paperback)
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Economic, Political and Legal Solutions to Critical Issues in Urban Education and Implications for Teacher Preparation (Paperback)
Series: Contemporary Perspectives on Access, Equity and Achievement
Expected to ship within 10 - 15 working days
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The Montgomery bus boycott, Student Nonviolent Coordinating
Committee (SNCC), and Brown v. Board of Education reveal incentives
to reform as a result of economic, political and legal threat. It
is difficult to change a person's heart, or to change based on
moral conviction alone. However, policies and laws can be
established that will change a person's behavior. Historically,
there was rarely a time where societal changes were the result of a
desire to do what was morally right. Doing what is right was
contingent upon economic advantages, political motivation or the
threat of litigation. By the mid 1900s the NAACP had learned a
valuable lesson in the South, that litigation or the threat of
litigation was an effective tool in the quest for educational
equality (Douglas, 1995). More recently, the #metoo movement and
the Los Angeles teacher's strike exposed corrupt behavior and
insufficient working environments that have existed for decades.
What is different? They have been exposed through political,
economic and legal means. As it pertains to educating African
Americans, there was an ongoing role of servitude in the political
economy of the South (Anderson, 1988). This was subsequently
disrupted through political, economic, and legal measures during
Reconstruction. Racist ideologies and economic advantages were seen
through Jim Crow Laws (Roback, 1984) that were again disrupted
through political, economic, and legal methods. Education has also
been cited as what perpetuates our democracy. It is institutions
that afford its citizens the skills and knowledge necessary for
political participation (Rury, 2002). Even when legal cases are
unsuccessful, such as Puitt v. Commissioners of Gaston County or
Plessy v. Ferguson, they can forge the way to successful litigation
dismantling racist ideologies that oppress African Americans.
Although the Puitt decision did not remove the processes of
discrimination against Black schools, it left intact the legal
basis on segregated and unequal education (Douglas, 1995). As
citizens, it is imperative that we participate in the political
process and use our authority to mandate the changes we would like
to see in urban education. When theorizing this book, the intent
was to provide an interdisciplinary look at solutions to critical
issues in urban education through political, economic, and legal
avenues. This book seeks to provide an interdisciplinary approach
to solving the issues in education while connecting it to the
effects on teacher preparation. Using historical and recent
examples, scholars can piece together solutions that will guide
others to political, economic, and legal action necessary to
dismantle systems that have bound Black and Brown children. It is
our intent to offer innovative, yet grounded solutions that can
purposefully move the conversation about solutions to critical
issues in education to political, economic, and legal actions.
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