Current research suggests that schools in urban settings are experiencing increased instances of de facto segregation. This article explores the implications for creating democratic structures in schools that are segregated and includes a discussion of the desegregation efforts in Kansas City, Missouri, as a way to illustrate the reality of the return to segregation. The article further explores issues around identity and self, culture and schooling, and curriculum implications. Ultimately, the author suggests that de facto segregated schooling has become a reality that no longer seems an urgent problem in a country focused on school safety and standardized testing.
Apple, M. W., & Beane, J. A. (Eds.). (1995). Democratic schools. Alexandria, VA: ASCD.
2.
Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
3.
Brown v. Board of Education, 347 U.S. 483 (1954).
4.
Davis, D. M. (2002a, March). Toward democratic education: Culturally responsive leadership in 21st century schools. Trotter Review, (14), 5-16.
5.
Davis, D. M. (2002b, October). Goin’to Kansas City: The effects of migration on children and schooling in Kansas City, Missouri. Paper presented at the Midwest History of Education Society, Chicago.
6.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.
7.
Dempsey, V., & Noblit, G. (1996). Cultural ignorance and school desegregation. In M. J. Shujaa (Ed.), Beyond desegregation: The politics of quality in African American schooling (pp. 119-137). Thousand Oaks, CA: Corwin.
8.
Dewey, J. (1916). Democracy and education. New York: Free Press.
9.
Frankenberg, E., Lee, C., & Orfield, G. (2003, January). A multiracial society with segregated schools? Are we losing the dream? Retrieved December 10, 2003, from http://www.civilrightsproject.harvard.edu/research/reseg03/resegregation03.php
10.
Gotham, K. (2002). Race, real estate, and uneven development: The Kansas City experience, 1900-2000. Albany: State University of New York Press.
11.
Hiner, N. R. (1990). History of education for the 1990s and beyond: The case for academic imperialism. History of Education Quarterly, 30(2), 138-160.
12.
Hughes, L. (1994). Merry-go-round. In The collected poems of Langston Hughes (A. Rampersad, Ed.; p. 240). New York: Random House.
13.
Jenkins v. Missouri, 515 U.S. 1139 (1995).
14.
Meier, D., & Schwartz, P. (1995). Central Park East secondary school: The hard part is making it happen. In M. W. Apple & J. A. Beane (Eds.), Democratic schools (pp. 23-40). Alexandria, VA: ASCD.
15.
Milliken v. Bradley, 94. S. Ct. 3112, 3122 (1974).
16.
Morantz, A. (1996). Money and choice in Kansas City: Major investments with modest returns. In G. Orfield & S. Eaton (Eds.), Dismantling desegregation: The quiet reversal of Brown v. Board of Education (pp. 241-264). New York: New Press.
17.
Orfield, G., & Eaton, S. (Eds.). (1996). Dismantling desegregation: The quiet reversal of Brown v. Board of Education. New York: New Press.
18.
Siddle-Walker, E. V. (1996). Can institutions care? Evidence from the segregated schooling of African American children. In M. J. Shujaa (Ed.), Beyond desegregation: The politics of quality in African American schooling (pp. 211-226). Thousand Oaks, CA: Corwin.
