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.
As we revisit the victory of Brown, we know that the work of countless unsung warriors has taken us to a new level in the battle to acquire educational equality for African American children. In an effort to honor those people whose work have brought us this far, we visited with one expert witness and intellectual architect on desegregation to learn from his experiences. Dr. Eugene E. Eubanks was instrumental in bringing about significant changes for African American children in cities nationwide and most notably in Kansas City, Missouri. He comments on the successes and failures of the past and on the value of schooling children in diverse learning communities.
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