Learning in a Burning House

The negative consequences of school desegregation on Black communities in the United States are now well documented in education research. Learning in a Burning House is the first book to offer a historical look at the desegregation dilemma with clear recommendations for what must be done to ensure Black student success in today's schools. This important book centers race and voice in the desegregation discourse, examining and reconceptualizing the meaning of "equal education." Featuring the unique perspectives of Black school leaders, Horsford provides a critical race analysis of how racism has undermined the integration ideal and the subsequent schooling of Black children. Most importantly, the book discusses how meaningful education reform must be grounded in a moral activist vision of equal education through a cross-racial commitment to racial literacy, realism, reconstruction, and reconciliation in our schools and society.

Sonya Douglass Horsford is a senior resident scholar of education with the Lincy Institute at the University of Nevada, Las Vegas.

Foreword	p. ix
Acknowledgments	p. xiii
Introduction	p. 1
The Desegregation Dilemma	p. 1
Desegregation v. Integration	p. 3
Centering Race and Voice in the Desegregation Discourse	p. 5
Black Superintendent Perspectives	p. 7
Purpose and Overview	p. 9
Educational Quality And Inequality
Neither Separate nor Mixed nor Equal	p. 15
An Unequal and Improper Education	p. 16
Is Separate Inherently Unequal?	p. 22
Our Colorblind Constitution	p. 25
The End of Racism?	p. 27
Conclusion	p. 30
A Safe House: Life in Segregated Schools	p. 32
From Negro Student to Black Superintendent: An Informed Perspective	p. 33
Black Schools as Pillars of Strength	p. 37
Preparing Students for the White World	p. 40
Conclusion	p. 47
The Ideology Of Integration
Integration and Interest Convergence	p. 51
From Jim Crow to Oliver Brown	p. 52
Why Brown Happened When It Happened	p. 54
Education as a Civil Right	p. 59
Too Much Deliberate, Not Enough Speed	p. 60
Conclusion	p. 63
Vestiges of Desegregation: Proximity Without Affinity	p. 64
Consequences for Black Families, Schools, and Communities	p. 65
Diversity as Education Policy: The Illusion of Inclusion	p. 70
From Vestiges of Segregation to Vestiges of Desegregation	p. 72
Underestimating the Prejudice of Race	p. 76
Conclusion	p. 78
The Integration Goal
A Burning House: The Disintegration of Integration	p. 81
Dangerous Conditions: A Loss of Moral Vision	p. 82
Fanning the Flames: The Problem with Liberalism	p. 83
Assessing the Damage: The Importance of Structural Integrity	p. 89
Conclusion	p. 90
On Becoming Firefighters: Our Moral Activist Duty to Equal Education	p. 92
A Moral Vision of Equal Education	p. 93
A Critical Race Approach to Equal Education	p. 94
Conclusion	p. 104
Conclusion: Learning in the World House	p. 106
The Death of Distance: Preparing Global Citizens through Education	p. 107
Improved Means to an Improved End: Aligning Meaningful Goals to Meaningful Outcomes	p. 108
Our Great Inheritance: Learning in the World House	p. 109
References	p. 111
Index	p. 123
About the Author	p. 130
Table of Contents provided by Ingram. All Rights Reserved.

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Learning in a Burning House

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Table of Contents

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