ABSTRACT

Access to a quality education remains the primary mechanism for improving one’s life chances in the United States, and for children of color, a “good education” is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a “post-racial” epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal.

chapter 1|26 pages

The Same but Different

“Post-Racial” Inequality in American Public Education

chapter 2|17 pages

From Segregated, to Integrated, to Narrowed Knowledge

Curriculum Revision for African Americans, From Pre-Brown to the Present

chapter 3|19 pages

The Power of Counterstories

The Complexity of Black Male Experiences in Pursuit of Academic Success

chapter 4|19 pages

Closing the Schoolhouse Doors

State Efforts to Limit K–12 Education for Unauthorized Migrant School Children

chapter 5|28 pages

(In)Capable and (Un)Deserving

A Critical Race Media and Policy Analysis of Educational and Immigration Policies

chapter 6|29 pages

Prison Schooling

Segregation, Post-Racialism, and the Criminalization of Black and Brown Youth

chapter 8|30 pages

Interstate School Choice?

Evaluating Educational Quality in Regions that are Divided by State Lines

chapter 9|19 pages

Toward a Critical Race Case Pedagogy

A Tool for Social Justice Educators