After fifty years of challenges to the color line in Montgomery, Alabama, the Metropolitan Statistical Area is more integrated now than it was in 1950. Through exploring the effects of Brown v. Board of Education, the bus boycott, school integration court cases, re-segregation of schools in city and suburban districts, and federal open-housing policies, the volatile transformation appears to shows how, after fifty years, Montgomery has moved from a segregated dual society to a partially integrated society in spite of the massive resistance to integration.

This qualitative study is a narrative investigation that analyzes the educational experiences of the segregated Turkish people of Sumter County, South Carolina during the integration movement. Four participants share their stories of how attending an elementary school for Turkish students affected their integration into White high schools. Oral history is the specific research methodology that is used. The theoretical framework that guides this study is critical-narrative theory. Through critical research, the researcher analyzes how “the social institution of school is structured such that the interests of some members and classes of society are preserved and perpetuated at the expense of others” (Merriam, 2001, p. 5). Narrative theory also informs this study. Connelly and Clandinin (1990) explain that the heart of narrative analysis is “the ways humans experience the world” (p. 2). The research questions that guide this study are the following: (1) How do the Turkish people of Sumter County, South Carolina, who attended public school during the early part of the 20th century, describe their educational experiences?, and (2) What are the perceptions of the Turkish people regarding the integration movement, educational power struggles and oppression? Through in-depth interviews, participants discuss (a) thoughts on being Turkish, (b) feelings of isolation, (c) experiences at the Dalzell School, (d) experiences at the high schools (Edmunds and Hillcrest), (e) attitudes toward other ethnic groups, and (f) perceptions of the integration movement. The overwhelming evidence from interviews supports Freire’s (2006) two stages of the pedagogy of the oppressed. Freire states, In the first, the oppressed unveil the world of oppression and through the praxis commit themselves to its transformation. In the second stage, in which the reality of oppression has already been transformed, this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation (p. 54). The educational implications of this study offer insight into how today’s educators are called to “renew our minds so that the way we live, teach, and work can reflect our joy in cultural diversity, our passion for justice, and our love of freedom” (bell hooks, 1994, p.34).

This thesis uses an historical lens to understand the political development of desegregation law since Brown, which demonstrates that local policies are produced by Supreme Court precedent. However, school districts and community members also create conditions in which the Supreme Court rules on integration law. Examining the history of segregation in Seattle and the efforts of integration (or efforts against it) illuminates the trajectory of civil rights. Claims once used to integrate black school children became a defense for white children to attend, inevitably, white neighborhood schools, due to the lingering effects of housing segregation. Seattle’s desegregation policies depended upon the city’s local conditions and the Board’s strategy reflected national trends dictated by the Supreme Court’s decisions. In turn, Seattle’s local policies affected the Supreme Court’s decision regarding school integration in 2007. The local conditions surrounding many of Seattle parents’ fight against mandatory school assignment plans based on race in 2007 could not have been accomplished without the historical precedent against busing established by liberal, anti-busing groups during the 1970s and 1980s.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-29T13:24:45Z No. of bitstreams: 1 josewellingtondesouza.pdf: 358939 bytes, checksum: 6f7c7da146d116a6609fe8eae5eef39e (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-30T13:52:46Z (GMT) No. of bitstreams: 1 josewellingtondesouza.pdf: 358939 bytes, checksum: 6f7c7da146d116a6609fe8eae5eef39e (MD5) / Made available in DSpace on 2016-09-30T13:52:46Z (GMT). No. of bitstreams: 1 josewellingtondesouza.pdf: 358939 bytes, checksum: 6f7c7da146d116a6609fe8eae5eef39e (MD5) Previous issue date: 2010-08-11 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo deste trabalho é analisar a relação entre desagregação e magia entre moradores da periferia de Liberdade-MG. Ex-agregados rurais que em sua maioria usam explicações mágicas para explicarem fenômenos sociais cotidianos. A análise de tal relação foi possível através da observação do conjunto de crenças compartilhadas pelos moradores, e do uso destas crenças, oriundas de diversos grupos religiosos, para explicar a disputa dos moradores por bens escassos, e os problemas encontrados no processo de obtenção destes bens e de adequação à vida urbana. Ao longo do trabalho outros problemas relacionados à relação entre desagregação e magia são apresentados, mas sempre com o intuito de esclarecer as formas através das quais esta relação se estabelece. A partir daí tem inicio a analise da disputa dos grupos religiosos pelo monopólio da definição da Realidade, e pelo monopólio da ação mágica sobre esta realidade. / This work aims to analyse the relationship between desegregation and magic among people from suburbs of Liberdade MG. Most of ex aggregates from rural areas use magic in order to explain the social phenomenon in their daily routine. The analysis was constructed after watching a group of beliefs that came from various religious groups in order to explain the fight for rare riches and the problems that they found during the process of getting these riches and the adaptation to the life in the city area. During this work, other problems related to the relationship between desegregation and magic are showed, but these problems always have the aim to clarify the ways through this relationship occur. After that, it begins the analysis of the battle for the total control (monopoly) of the definition of Reality and for the control of the Magic action on this reality among religious groups.

Master of Arts / Department of History / Donald J. Mrozek / This work examines Maxwell M. Rabb's role in the area of civil rights and race relations from January 1953 through May 1958 during the administration of President Dwight D. Eisenhower. Rabb was the first Secretary to the Cabinet, a position created by Eisenhower. In his lesser known duty, Max Rabb quietly developed many aspects of President Eisenhower's civil rights program. Chapter One describes Rabb's pivotal role in ending segregation in the military establishment to include the Navy and the Veterans Administration. In this chapter Rabb is a lone operator, personally meeting with principal actors in the Eisenhower Administration and U.S. Congress to end segregation. Chapter Two examines how Rabb participated in and helped to develop the various organizations of the White House. As the organizations within the Eisenhower White House matured, Rabb was able to use them as roads into the problem of civil rights and to use their power to advance civil rights. The final chapter focuses on the confluence of race relations and human rights on the one hand with U.S. domestic and foreign policy on the other. The chapter uses four cases studies to illustrate the growing importance of American race relations in world affairs after World War II. Max Rabb's participation in each case serves as a reminder that the American domestic sphere had become a cause of international concern and could damage the credibility of U.S democratic values in the a world where racial sensitivity was on the rise and increasingly a factor in international relations. This work ends by concluding that Rabb's effectiveness was severely limited by President Eisenhower's narrow understanding of the limits of government. Rabb was a New Deal Republican serving in the administration of a man who rejected the activism required by New Deal Liberalism. Though Rabb served Eisenhower well, it was Eisenhower who failed to sense the full scope of the problems in U.S. civil rights and race relations.

No description available.

This study focuses on a 2-phase assessment of the desegregation of selected public postsecondary institutions under the Tennessee Board of Regents (TBR) [Tennessee State University and University of Memphis] and the University of Tennessee systems [University of Tennessee-Knoxville]. The 1st phase involved obtaining and analyzing the annual reports, court cases, legal journals, articles, and books concerning the 1968 Sanders v. Ellington case (better known as Geier v. Alexander); the 1984 Geier Stipulation of Settlement that mandated a desegregation plan; and the implementation of the 2001 Geier Consent Decree. The study also examines enrollment of black students in selected historically white institutions and white students enrolled in the selected historically black institution for the years 1985 (1 year after the 1984 Geier Stipulation of Settlement) through 2006 (5 years after the Geier Consent Decree and the same year the case was dismissed). The 2nd phase of this study involved interviewing administrators and principal actors responsible for the planning of, implementation of, and compliance with the Geier Stipulation of Settlement of 1984. The study reveals degrees of compliance or noncompliance with the Stipulation of Settlement of 1984 as well as the 2001 Consent Decree and examines more successful and less successful efforts to increase minorities enrolled and employed as faculty staff and administrators on each campus.

No description available.

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

Trust, cooperation and equal value. The purpose of the current study has been to present evidence of interracial bridging social capital between groups and individuals in South African small-town society. An ethnological field study has been executed by searching, observing and interviewing citizens at various meeting points in civil society where interracial interaction is taking place. The collected empirical data will be evaluated in relation to established theories regarding the importance of social capital in relation to political prospering of liberal democracies. This will be done in order to answer the question: in what way and in which spheres of South African society can evidence of bridging social capital be found? The discussion and conclusion will be dependent on to what extent bridging social capital is taking place in conjunction with interracial meetings. The research will be divided into three phases. The first phase will be presenting the idea of the research and the preparation of how it is going to be performed. The second phase demonstrates the execution of data gathering with the theories at its core. Finally, the third phase of the essay will be carried out by discussing the results and how it contributes to the existing science base (George and Bennet, 2005, p. 73). In conclusion, the study showed that bridging social capital is possible to find primarily in the spheres of education and Christian parishes close to communities where the middle and upper-class live.