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Volume 113, Number 4 (2011)

 
by Adrienne D. Dixson, Jamel K. Donnor & Celia Rousseau Anderson
An introduction to the Special Issue The Race for Educational Equity: An Examination of the meaning of Community Schools v. Seattle School District No.1, et al. and Crystal D. Meredith, Custodial Parent and Next Friend of Joshua Ryan McDonald v. Jefferson County Board of Education, et al. on school desegregation.
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by Michael J. Dumas
Using the frame of cultural political economy, the author provides an analysis of school desegregation politics in Seattle, beginning with mandatory busing in the mid-1970s and culminating in the recent U.S. Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1. The author argues that understanding the interimbrication of class and race in the politics of school desegregation allows us to more clearly theorize how educational policies are undermined in ways that reproduce material and cultural relations of power.
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by Jamel K. Donnor
This article offers a critical race analysis of the U.S. Supreme Court’s decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No. 1. The goal of this article is to explain how education policies intended to improve the learning opportunities for students of color are resisted by Whites.
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by Celia Rousseau Anderson
This article employs critical race theory to examine the conditions of two adjacent school districts. In addition, the author explores the relationship between the conditions of the two districts and the Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS), arguing that the districts and the PICS decision are tied together through common collective definitions of segregation.
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by Thandeka K. Chapman & René Antrop-González
This article takes a closer look at choice and charter school reforms as a means to addressed unresolved issues of racial segregation in urban school districts. Using the lens of critical race theory, the authors examine the outcomes of market theory reforms as solutions to inequitable schooling practices.
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by Adrienne D. Dixson
In this conceptual paper, the author theorizes on the meaning of American democracy using tenets of critical race theory as a framework to examine the impact of the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) decision on educational equity. The author’s commentary highlights conceptual and epistemological concerns related to the relationship between democracy and schooling for African Americans, looking specifically at the notion of Black self-determination as a prerequisite for the full participation of Black people in the United States.
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by Antwi Akom
In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes.
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