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White Education In Detroit Summary

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. Instead, the schools were the victim of a struggle over larger political questions. Racial power was of greater concern than whether Johnny could read. Black educators in Detroit were keenly aware of the ways that they could express their resistance to dominant racial ideologies. For the protections of themselves and their students they had to be wise on how they went about deconstructing racism in the educational sector. Once they were excluded from white teaching associations it allowed them to congregate and create a safe space for themselves to educate and encourage one another or the teaching profession. Nevertheless, they were cognizant that their words were being monitored. Thus, they had to be creative on how to divulge ways to challenge racial constructs. …show more content…
There was no mention of race in the White Teaching Association journals. All of the public schools in Detroit that was integrated had now become predominantly African Americans. Nonetheless, Whites fled to the suburbs while Blacks were condensed into urban parts of Detroit. Blacks were coerced into “separate but equal’ institutions. Blacks did not have a choice to move into any neighborhood or allow their children to attend any school of their liking. This was a unique tactic Whites used to employ social control on integration. They were aware that if they retreated to the suburbs that Blacks would not follow, because they were only permitted to live in certain areas. Consequently, schools were built in the areas of the suburbs to accommodate the youth in this area which resulted in predominantly White institutions. The population continued to grow for Blacks in Detroit as well, however they did not have the freedom to spread out amongst the city and were condensed into the heavily populated all Black neighborhoods. The population growth impacted the dynamics of integration in the classroom

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