"Busing, in which students were transported by school buses to achieve court-ordered or voluntary school desegregation, became one of the nation's most controversial civil rights issues in the decades after Brown v. Board of Education (1954). Examining battles over school desegregation in cities like Boston, Chicago, New York, and Pontiac, [this book posits that] school officials, politicians, courts, and the news media valued the desires of white parents more than the rights of black students, and how antibusing parents and politicians borrowed media strategies from the civil rights movement to thwart busing for school desegregation"--Provided by publisher.

A comprehensive history of school choice in the US, from its birth in the 1950s as the most effective weapon to oppose integration to its lasting impact in reshaping the public education system today. Most Americans today see school choice as their inalienable right. In The Choice We Face, scholar Jon Hale reveals what most fail to see: school choice is grounded in a complex history of race, exclusion, and inequality. Through evaluating historic and contemporary education policies, Hale demonstrates how reframing the way we see school choice represents an opportunity to evolve from complicity to action. The idea of school choice, which emerged in the 1950s during the civil rights movement, was disguised by American rhetoric as a symbol of freedom and individualism. Shaped by the ideas of conservative economist Milton Friedman, the school choice movement was a weapon used to oppose integration and maintain racist and classist inequalities. Still supported by Democrats and Republicans alike, this policy continues to shape American education in nuanced ways, Hale shows—from the expansion of for-profit charter schools and civil rights–based reform efforts to the appointment of Betsy DeVos. Exposing the origins of a movement that continues to privilege middle- to upper-class whites while depleting the resources for students left behind, The Choice We Face is a bold, definitive new history that promises to challenge long-held assumptions on education and redefines our moment as an opportunity to save it—a choice we will not have for much longer.

The first book-length study of W. E. B. Du Bois's conceptualization of American whiteness. W. E. B. Du Bois famously argued that whiteness in the US in the late nineteenth and early twentieth centuries functioned as a "public and psychological wage," offering valuable social standing to even the poorest of whites. Such "compensation," dependent on the devaluation of Black existence, helped secure the US capitalist regime and prevent interracial class solidarity. This book argues that Du Bois's influential account of compensatory whiteness is crucially important, but also incomplete. For Du Bois, whiteness was never one thing, but many. Focusing on Du Bois's middle-period work (about 1920-1940), Ella Myers uncovers an overlooked, complex analysis that theorizes whiteness as a source of varied gratifications. These gratifications include not only the status rewards of racial capitalism, but also the enjoyment of gratuitous Black suffering and the conviction that the planet belongs to those marked as "white." The book shows that Du Bois's analysis, developed in response to the pressing political problems of his own day, also offers insight into 21st century struggles for racial justice. Myers argues that it is important to recognize the extent to which anti-Blackness continues to underwrite plural -and deeply disturbing-forms of white gratification here and now. Doing so helps explain the tenacity of America's unequal racial order and also reveals why creative, multifaceted strategies of resistance are necessary to end it.

Education Restated: Getting Policy Right on Accountability, Teacher Pay, and School Choice offers the education policy community a roadmap for change in three hot-button policy areas. In each of these areas policy has been anchored around the wrong core values. By putting the right core values at the heart of policy, state governments can create more favorable conditions for education improvement at the local level. Education Restated takes a pragmatic approach to policy change, recognizing that the forces that created today’s policies have not gone away—and that on complex issues there are legitimate competing interests. This book harmonizes the best ideas of opposing policy camps and identifies opportunities to strengthen connections between K-12 and early childhood. For advocates seeking common ground with historical adversaries, Education Restated provides some ideas on where they might find it.