영문목차
Preface=xv
Acknowledgments=xvii
Introduction=1
Ⅰ. Changes in American Society Resulting from Brown v. Board of Education=1
Ⅱ. Public Education Has Moved into the Post-Desegregation Era=5
Ⅲ. The Two Interwoven Objectives=9
A. Current Educational Situation of African-American Schoolchildren=11
1. Racial Gaps in Academic Achievement=11
2. Change in the Background Assumptions for Interpreting the Equal Protection Clause since Brown v. Board of Education=14
3. Increase in School Choice as a Principal Means of Pursuing Educational Reform=16
B. Post-Desegregation Awareness and the Four Discourses=20
Ⅳ. Summary of the Following Chapters=25
PART Ⅰ. THE FOUR DISCOURSES=31
Chapter One. The Discourse of Traditional Americanism=35
Ⅰ. The Conceptual Structure=37
A. Conception of the Social World=37
B. Moral and Ethical Beliefs=38
C. The Role of Government and Society=38
D. Contrasted with Other Systems of Meaning=40
Ⅱ. History of Blacks in America and the Legal System's Treatment of Them=41
A. The Colonial Period=42
B. The Antebellum Period=43
C. The Civil War and Reconstruction Era=48
D. Disenfranchisement and the Institution of Segregation=54
E. Acceptance of Segregation in Public Education=57
Ⅲ. Rationales for the Belief in the Inferiority of Blacks=60
A. Rationales for Slavery=61
1. Religious Justifications for Slavery=61
2. Slavery was Often Viewed as a Beneficial Institution for the Slaves=62
3. Scientific Justifications for Slavery=65
B. Rationales for Segregation=68
Conclusion=72
Chapter Two. The Discourse of African-American Centralism=73
Ⅰ. The Conceptual Structure=74
A. Conception of the Social World=75
B. Epistemology and the Meaning of Words Related to Racial Issues=76
C. Moral and Ethical Beliefs=77
D. One Putative Function of Government=78
E. Contrasted with Other Systems of Meaning=79
Ⅱ. History of the African-American Experience=81
A. Traditional African Beliefs=81
B. The Era of Slavery=82
C. The End of Slavery, The Civil War and Reconstruction Era=88
D. Disenfranchisement and the Imposition of Segregation=92
Conclusion=101
Chapter Three. The Discourse of Colorblind Individualism=103
Ⅰ. The Conceptual Structure=105
A. Conception of the Social World and of the Knowing Individual=105
B. The Knowing Individual's Relationship to Historically Developed Traditions=106
C. Epistemology and the Meaning of Words Related to Racial Issues=108
D. Moral and Ethical Beliefs=109
E. The Role of Government and Society=110
F. Contrasted with Other Systems of Meaning=111
Ⅱ. History of Those Who Happened to be Black and the Legal System's Treatment of Them=114
A. The Colonial Period=114
B. Founding of the Republic and the Antebellum Period=116
C. The Civil War and Reconstruction=119
D. Disenfranchisement and the Institution of Segregation=122
Conclusion=128
Chapter Four. The Discourse of American Collectivism=129
Ⅰ. The Conceptual Structure=130
A. Conception of the Social World=130
B. Epistemology and the Meaning of Words Related to Racial Issues=132
C. Moral and Ethical Beliefs=133
D. The Role of Government and Society=134
E. Contrasted with Other Systems of Meaning=135
Ⅱ. History of Blacks in America=136
A. The Colonial Period:How Slavery in America Advanced the Collective Interest of the British Empire=137
B. Founding of the Republic and the Antebellum Period:How Slavery Advanced the Interest of America=138
C. The Civil War:How Abolition of Slavery Advanced the Collective Interest of the Union=143
D. Reconstruction:How Granting Blacks Civil and Political Rights Advanced the Collective Interest=148
E. Segregation and Disenfranchisement:How Segregation and Blacks' Loss of the Right to Vote Advanced the Collective Interest=152
Conclusion=156
PART Ⅱ. BROWN V. BOARD OF EDUCATION AND THE RISE OF SCHOOL DESEGREGATION AS CONCEPTUALIZED WITHIN EACH OF THE FOUR DISCOURSES=157
Chapter Five. The Rise of School Desegregation=159
Ⅰ. Graduate School Cases that Preceded Brown v. Board of Education=160
Ⅱ. Brown v. Board of Education:Striking Down Statutes that Segregate Public Schools=163
Ⅲ. Resistance to School Desegregation=167
Ⅳ. The Obligation to Achieve the Greatest Possible Degree of Actual Desegregation=174
Conclusion=176
Chapter Six. The Rise of School Desegregation Comprehended within Each of the Four Different Discourses=179
Ⅰ. Traditional Americanism=184
Ⅱ. African-American Centralism=186
Ⅲ. Colorblind Individualism=189
Ⅳ. American Collectivism=192
Conclusion=197
PART Ⅲ. THE POST-DESEGREGATION ERA:RESEGREGATION AND INCREASING SCHOOL CHOICE=199
Chapter Seven. Equal Protection Clause Interpretations that Led to Resegregation=205
Ⅰ. Supreme Court Decisions of the 1970s Backing Away from the Commitment to Pursue Desegregation=207
A. Keyes v. School District No.1-The De Jure/De Facto Segregation Distinction=208
B. Milliken v. Bradley(Milliken Ⅰ)-Limitation on Cross-District Desegregation Remedies=210
C. Pasadena City Board of Education v. Spangler-The Impact of Subsequent Resegregation of Students=212
D. Conclusion=213
Ⅱ. School Desegregation Termination Cases=213
A. Board of Education v. Dowell-The Supreme Court's First School Desegregation Termination Opinion=215
B. Freeman v. Pitts-Approval of Partial Release of a School District from Federal Court Supervision=217
C. Missouri v. Jenkins-Limitations on Educational Remedies=220
D. Conclusion=222
Ⅲ. Equal Protection Challenges to the Use of Racial Classifications to Promote Integrated Education=224
A. First and Fourth Circuit Cases Rejecting the Use of Racial Classifications to Promote Voluntary Integration=225
1. First Circuit Case of Wessmann v. Gittens=225
2. Fourth Circuit Opinions in Tuttle v. Arlington County School Board and Eisenberg v. Montgomery County Public Schools=230
B. Federal Court of Appeals Opinions Upholding Integration Plans=232
1. Ninth Circuit Opinion in Hunter v. Regents of University of California=232
2. Second Circuit Opinion in Brewer v. West Irondequoit Central School District=233
C. Conclusion=234
Conclusion=236
Chapter Eight. Equal Protection Clause Trends that Limit the Ability to Attack the Racial Academic Achievement Gaps=237
Ⅰ. Limitations on the Use of Educational Policies and Procedures Employing Racial Classifications=240
Ⅱ. Recent Developments Interpreting Title Ⅵ=241
Ⅲ. Challenging Certain Educational Policies and Practices as Discriminatory Under the Equal Protection Clause=244
A. Tracking or Ability Skills Grouping=245
1. Defining Tracking or Ability Skills Grouping=245
2. Legal Challenges to Tracking or Ability Skills Grouping=249
B. High-Stakes Testing=258
1. General Discussion about High-Stakes Testing=259
2. Implications of High-Stakes Testing for African-American Schoolchildren=260
(a) Hobson v. Hansen=249
(b) Fifth and later Eleventh Circuits=251
(c) Other Tracking Cases=255
3. Equal Protection Challenges to High-Stakes Testing=261
4. Conclusion to High-Stakes Testing=264
C. Equal Protection Challenges to the Educational Curriculum=265
Conclusion=268
Chapter Nine. Why Increased School Choice is a Growing Educational Reform Movement in the Post-Desegregation Era=271
Ⅰ. Current Academic Performance of African-American Students and Condition of Black School Teachers=273
A. Performance on Standardized Tests=274
B. High School Graduation Rates=276
C. Grade Retention=277
D. Tracking or Achievement Skills Grouping=277
E. Underrepresentation of African-American School Teachers=278
Ⅱ. Increasing Parental Choice Through Providing Charter Schools and Tuition Vouchers=280
A. Public School Choice in the Form of Charter Schools=282
B. Public Funding of Private School Choice or School Vouchers=284
C. Private School Choice Provides for More Educational Diversity than Public School Choice=288
1. Involvement of Black Churches in Education=288
2. Gender Segregated Education for African-American Males and Females=289
3. African-American Immersion Schools=291
D. The No Child Left Behind Act=292
Conclusion=296
Chapter Ten. Increased School Choice as Comprehended in the Four Discourses=297
Ⅰ. Traditional Americanism=299
Ⅱ. African-American Centralism=302
Ⅲ. Colorblind Individualism=309
Ⅳ. American Collectivism=312
Conclusion=315
Conclusion=317
Endnotes=323
Bibliography=391
Index of Cases=417
Index of Names=421
General Index=425