Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration

By Green, Robert L. | The Journal of Negro Education, Spring 2012 | Go to article overview

Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration


Green, Robert L., The Journal of Negro Education


Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration by Sonya Douglass Horsford, New York: Teachers College Press, 2011, 129 pages, $26.95, paperback.

Scholars have documented the negative impact of desegregation on African American communities in studies that have noted the lack of progress in Black academic achievement. In Learning in a Burning House, Sonya Douglass Horsford expands on that analysis in a book that also offers clear recommendations on how to ensure equity and achievement in our schools and our society.

Dr. Horsford's solutions are based on a solid analysis of the problem. Citing the best scholarship on the subject, she concludes that racism actually undermined school desegregation efforts and that education policies have been based on the "illusion" of racial "progress . and inclusion." Instead, Dr. Horsford persuasively contends, policies should be based on a "moral vision of equal education" that "targets racism and racial injustice." As an education expert who testified on behalf of the NAACP in 2 1 school desegregation cases nationwide, I can support Dr. Horsford's conclusions. Under court-ordered desegregation plans, Black students were bussed to schools in White communities and reciprocity was rare. In these majority-White schools, the bussed students were sometimes re-segregated into all-Black classes and had to endure hostility and the softer - but devastating - racism of the low expectations of their teachers.

Dr. Horsford makes it clear why desegregation failed in the following passage:

Although many scholars continue to argue and advocate for. . . education policies designed to promote integration, the value of those strategies, when they are forced, contrived and resisted by those who do not want their children to attend school with 'other people's children,' renders school integration empty, (p. 101)

The value of understanding past policy failures is evident to Dr. Horsford because - as a senior resident scholar at the Lincy Institute at the University of Nevada, Las Vegas - she has focused on the history and politics of education in the U.S. and role of schools in society.

Dr. Horsford is equally adept at citing documentation of current manifestations of classroom racism in urban schools with Black and Latino student populations. She cites "Emotional Abuse of Students of Color: The Hidden Inhumanity in Our Schools," an article by ?. B. McKenzie (2009), a veteran educator with experience as a school principal. Dr. Horsford notes that the article was based on research on the racial attitudes and practices of White teachers and cites a passage from that article that says teachers abused students by "criminalizing and pathologizing, disrespecting and blaming, and humiliating and excluding (p. 102)."

In contrast, narratives in Dr. Horsford's book add to research that documents memories of top-notch teaching and a nurturing learning environment in Black schools that operated under segregation until the Supreme Court's Brown v. Board of Education (1954) decision. In one chapter, she documents the decline in the number of Blacks serving as superintendents, principals, and teachers - the unintended consequences of a segregation ban that resulted in the closing of many all-Black schools. Other scholars have also cited the decline in the ranks of Black educators but Dr. Horsford's book stands out because her research is augmented by the unique perspectives of former Black school superintendents, men and women who attended segregated institutions as students and demanded high expectations and achievement in their districts during their years as administrators. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.