Take Back Higher Education: Race, Youth, and the Crisis of Democracy in the Post Civil-Rights Era (review)

2006 ◽  
Vol 33 (2) ◽  
pp. 185-187
Author(s):  
Jennifer Simpson
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Civil Rights Era ◽  
Take Back ◽  
Post Civil Rights

Standing Against the Wind

2019 ◽  
pp. 77-92
Author(s):  
Rebecca J. Blankenship
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
The United States ◽  
Subject Area ◽  
Educational Opportunities ◽  
Equal Access ◽  
Civil Rights Era ◽  
Race Ethnicity ◽  
Sociopolitical Climate ◽  
Post Civil Rights

In the wake of an increasingly divisive sociopolitical climate in the United States, there is a sense of immediate urgency among institutions of higher education to speak with a united voice in terms of maintaining the post-civil rights era principles of providing equitable access to educational opportunities for all students. Students, regardless of their race, ethnicity, gender, gender identity, religion, or socioeconomic status should be afforded equal access to sound educational opportunities. Thusly, the next generation of teachers must be not only instructionally competent in their grade or subject area but also be capable of adapting that instruction to meet the sociocultural and socioemotional needs of the students they serve. From this charge, a larger conversation emerges calling for a change in the existing narrative related to teaching marginalized populations away from political banter towards the release of silent voices that have the agentic potential to engage as voices of authentic change.

scholarly journals Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era

2021 ◽  
Vol 11 (9) ◽  
pp. 486
Author(s):  
Melvin A. Whitehead ◽  
Zak Foste ◽  
Antonio Duran ◽  
Tenisha Tevis ◽  
Nolan L. Cabrera
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
People Of Color ◽  
White People ◽  
Civil Rights Era ◽  
Racial Stratification ◽  
Theoretical Concepts ◽  
The Public ◽  
American Society ◽  
Post Civil Rights

James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of “whitelash” (Embrick et al., 2020), “post-colorblindness” is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of “reverse racism.” From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of whiteness, (2) analyze the public embrace of whiteness, and (3) emphasize the material consequences of whiteness on the lives of People of Color. By doing this, we argue that critical scholars of race in higher education will more clearly understand the changing nature of whiteness while avoiding the analytical trap of invisibility that is decreasingly relevant.

scholarly journals INSTITUTIONAL RACISM IN AMERICAN POST-CIVIL RIGHTS MOVEMENT IN DEAR MARTIN BY NIC STONE (2017)

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Afifah Indriani ◽  
Delvi Wahyuni
Keyword(s):  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Social Relations ◽  
Institutional Racism ◽  
The Novel ◽  
Systemic Racism ◽  
Civil Rights Era ◽  
Group Interest ◽  
Post Civil Rights

This thesis is an analysis of a novel written by Nic Stone entitled Dear Martin (2017). It explores the issue of institutional racism in the post-civil rights era. The concept of systemic racism by Joe R.Feagin is employed to analyze this novel. This analysis focuses on four issues of systemic racism as seen through several African-American characters. This analysis also depends on the narrator to determine which parts of the novel are used as the data. The result of the study shows that African-American characters experience four forms of institutional racism which are The White Racial Frame and Its Embedded Racist Ideology, Alienated Social Relations, Racial Hierarchy with Divergent Group Interest, and Related Racial Domination: Discrimination in Many Aspects. In conclusion, in this post-civil rights movement era, African-Americans still face institutional racism.

Movin’ on Up—and Out

2019 ◽  
pp. 94-118
Author(s):  
Courtney R. Baker
Keyword(s):  
Civil Rights ◽  
Black People ◽  
Historical Memory ◽  
Middle Passage ◽  
Civil Rights Era ◽  
Black America ◽  
Visual Politics ◽  
Plantation Slavery ◽  
Popular Images ◽  
Post Civil Rights

This chapter discusses the visual culture of 1970s Black America, focusing especially on popular culture artifacts such as film, television, and comics, to make sense of the idea of movement in the postsegregationist United States. It attends to the representation of black people in various locations—from the inner city to the suburbs to a historical memory of the plantation slavery, the middle passage, and an African motherland—in visual forms, including Afrocentrist iconography, photography, and fine art. By attending to popular images, an important if not fuller picture of Black visual politics during the post-civil rights era becomes apparent.

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