Inspired by horrific racial doctrines of Nazi Germany, American teachers during the Second World War designed some of the most daring and creative antiracist lessons ever seen in American schools. This essay analyzes critical “intercultural” lesson plans from the 1940s to see what they have to offer antiracist educators today. By teaching explicit lessons on the “scientific” definition of human race that demonstrated the biological equality of all people, these lessons highlighted the socially constructed nature of racism.

An historical analysis of the relationship between schools and economic recessions highlights the need for the future president to make educational equity a defining platform of current economic reform and civil rights activism.

Speaking to a reporter from the Washington Post a few weeks ago, President Obama remarked, "There is an entire generation that will grow up taking for granted that the highest office in the land is filled by an African American." He continued, "I mean, that's a radical thing. It changes how black children look at themselves. It also changes how white children look at black children. And I wouldn't underestimate the force of that.” As an educational historian who studies racial discourse in schools, I can tell you that Obama is absolutely correct. Americans are about to radically alter the way they see, understand, and speak about race on an everyday basis thanks to the presidency of Barack Obama. Especially in places like schools.

After visiting a "successful" charter school in Washington DC, I question why policy makers are so pleased with schools for minority children that focus exclusively on test-prep and strict discipline, comparing this to the rich educational offerings in suburban public schools. I argue that creating racially and socio-economically integrated schools, for all of its challenges and shortcomings, at least has the advantage of equalizing opportunity and derailing efforts to create an educational system that has one objective and one set of rules for poor minority kids, and a vast wealth of options and opportunities for everyone else.

Instead of blaming teachers for the systemic problems of American public schools, how about we consider a more promising reform? This commentary explains how and why school integration remains a potent strategy to equalize educational opportunities.

This commentary offers a brief critique of Governor Chris Christie's proposed school funding formula. Placing it into historical perspective, the author argues that New Jerseyans will reject his proposal, which offers cash to middle class suburban families in the form of property tax relief, while eviscerating the budgets of urban school districts with high concentrations of poor and working class students of color. We refuse to go back to separate and unequal public schools.