Zoë Burkholder
- Published in print:
- 2021
- Published Online:
- July 2021
- ISBN:
- 9780190605131
- eISBN:
- 9780190605162
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190605131.003.0001
- Subject:
- History, American History: 20th Century
In 1944, Gunnar Myrdal famously identified the “American Dilemma,” an inherent tension between widespread faith in equal opportunity on one hand and discrimination against African Americans on the ...
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In 1944, Gunnar Myrdal famously identified the “American Dilemma,” an inherent tension between widespread faith in equal opportunity on one hand and discrimination against African Americans on the other. This book traces a similar phenomenon in northern public schools, which promised an equal education for all and then consigned Black children to second-class facilities. This paradox generated the African American dilemma, or the question of whether school integration or separate, Black-controlled schools in a legally desegregated system would more effectively advance the Black freedom struggle. This book offers a social history of northern Black debates over school integration in the North. It chronicles an extraordinary range of Black educational activism in the North stretching from the common school era to the present, and analyzes how this work—much of it carried out by women and youth—inspired the larger civil rights movement and created substantially more equal public schools.Less
In 1944, Gunnar Myrdal famously identified the “American Dilemma,” an inherent tension between widespread faith in equal opportunity on one hand and discrimination against African Americans on the other. This book traces a similar phenomenon in northern public schools, which promised an equal education for all and then consigned Black children to second-class facilities. This paradox generated the African American dilemma, or the question of whether school integration or separate, Black-controlled schools in a legally desegregated system would more effectively advance the Black freedom struggle. This book offers a social history of northern Black debates over school integration in the North. It chronicles an extraordinary range of Black educational activism in the North stretching from the common school era to the present, and analyzes how this work—much of it carried out by women and youth—inspired the larger civil rights movement and created substantially more equal public schools.
Tomoko Masuzawa
- Published in print:
- 2012
- Published Online:
- March 2016
- ISBN:
- 9780814738726
- eISBN:
- 9780814738733
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814738726.003.0008
- Subject:
- Sociology, Politics, Social Movements and Social Change
This chapter explores the state of religion and the university prior to the advent of the post-secular age in order to better understand the intricate history that produced the present regime of the ...
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This chapter explores the state of religion and the university prior to the advent of the post-secular age in order to better understand the intricate history that produced the present regime of the secular academy. It explains how the regime of church-and-state separation has been developed and instituted in an intricate relation to what might be called the regime of “church and school separation.” It argues that the secularity of the academy cannot be considered as either a natural precondition for the mission of the institution devoted to scientific inquiry or its after effect; rather, the academy as we know it has been deeply entangled in the production of the secular, in a relation that is both instrumental and symbiotic.Less
This chapter explores the state of religion and the university prior to the advent of the post-secular age in order to better understand the intricate history that produced the present regime of the secular academy. It explains how the regime of church-and-state separation has been developed and instituted in an intricate relation to what might be called the regime of “church and school separation.” It argues that the secularity of the academy cannot be considered as either a natural precondition for the mission of the institution devoted to scientific inquiry or its after effect; rather, the academy as we know it has been deeply entangled in the production of the secular, in a relation that is both instrumental and symbiotic.
