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The Ties That Bind: A Response to Jonathan Jansen


by Chika Trevor Sehoole — 2006

My purpose for this chapter is two-fold: to build on Jansen’s work so as to develop further an examination of both the U.S. and South African black education experiences with respect to (1) the curriculum taught in schools and (2) the experiences of students and educators in desegregated schools. This chapter argues that the efficacy of education policies and laws aimed at redressing racial discrimination and attainment of equity and social justice should be judged not only on the merits of the law or policy but on what happens, literally, within the desegregated schools in a given school system.


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This article originally appeared as NSSE Yearbook Vol. 105. No. 2.


Cite This Article as: Teachers College Record Volume 108 Number 14, 2006, p. 231-250
http://www.tcrecord.org ID Number: 18607, Date Accessed: 10/21/2017 10:29:11 PM

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About the Author
  • Chika Trevor Sehoole
    University of Pretoria
    E-mail Author
    CHIKA TREVOR SEHOOLE is a senior lecturer on the Faculty of Education at the University of Pretoria in Tshwane, South Africa.
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