observatoriosegregacionescolar.org
observatoriosegregacionescolar.org
2023
José Manuel Rodríguez-Victoriano, Laura Martínez Junquero y Borja De Madaria (Dirs.)
Publicacions de la Universitat de València
L’educació és un “fenomen social total” i el seu coneixement requereix l’anàlisi concreta de les seues dimensions històriques, legislatives, econòmiques, socials, pedagògiques i polítiques. En aquesta direcció, es mostra, des de l’anàlisi jurídica-constitucional, l’estreta relació entre el dret de les famílies a la lliure elecció de centre educatiu i la segregació escolar en la societat espanyola. Des de les altres dimensions històriques, socials i pedagògiques, l’estudi constata que l’element que més contribueix a l’alta segregació és l’existència de la doble xarxa escolar finançada amb diners públics, ja que les escoles concertades afavoreixen d’una forma determinant la segregació dels estudiants tant per nivell socioeconòmic com per origen nacional o gènere. Amb l’estudi de cas del mapa escolar de la ciutat de València s’estudien la distribució desigual de la despesa pública en educació, les polítiques de zonificació, els criteris de baremació, el procés d’admissió de l’alumnat, la desigualtat d’oportunitats educatives i els processos de segregació escolar. La proposta inclou un pla d’acció contra aquesta última que concreta mesures i actuacions en àmbits fonamentals del procés escolar. La investigació naix d’un conveni entre l’Ajuntament de València i la Universitat de València que respon a un model de col·laboració no mercantil entre les universitats i l’Administració pública que assumeix la investigació en les universitats públiques com un “bé comú” i implica una aposta explícita per la seua democratització mitjançant la seua transferència als diferents agents socials implicats. El llibre finalitza amb l’anàlisi sociològica del procés de persecució política i jurídica i criminalització mediàtica que va patir la pròpia investigació. Un procés inèdit en la investigació sociològica espanyola des de la finalització de la dictadura del general Franco.
2023
Vincent Dupriez, Juan Pablo Valenzuela, Marie Verhoeven y Javier Corvalán (Eds.)
Springer International Publishing
Durante la segunda mitad del siglo XXI, la mayoría de los sistemas escolares del mundo realizaron significativos progresos en términos de “masificación”, ampliando el acceso a la educación escolar. Grupos sociales que previamente habían tenido un acceso muy limitado a la educación formal gradualmente se matricularon en las escuelas. Sin embargo, al mismo tiempo que se expandían, las escuelas se volvieron más segregadas. Sorprendentemente, esta segmentación de facto de las instituciones escolares permaneció relativamente desapercibida. Solo durante las últimas dos décadas, la segregación escolar emergió gradualmente como un tema central para la investigación y políticas en educación. En los años recientes, las reformas orientadas al mercado han sido identificadas como un factor acelerante de la segregación. Los editores de este libro comparten la idea de que comprender la segregación educacional necesariamente involucra un análisis de cómo esta se inserta en una configuración específica histórica, social e institucional, incluyendo dimensiones societales y aquellas relacionadas con el diseño del sistema educacional. En este libro, se han elegido Bélgica (francófona) y Chile como casos para una exploración de este tipo.
2023
Laura B. Perry, Emma Rowe y Christopher Lubienski (Eds.)
Taylor & Francis
This book examines various aspects of school segregation and their complex interrelations with policy, structure, and context in diverse settings. It advances the understanding of the causes, processes and consequences of school segregation around the globe.
Topics examined include student sorting between schools in marketized systems; the effects of school socioeconomic segregation on international tests of student achievement and the structures that shape cross-national variations; the impact of school choice on school segregation in Canada; school segregation and institutional trust in Chile; racial/ethnic and socioeconomic segregation in Brazil; and parental financial contributions as a cause and consequence of school segregation in Australia. The contributions highlight how selective schooling, private schooling, school funding, school choice, and school competition interact to shape school segregation, as well as the consequences of school segregation on a range of student outcomes. Through its embrace of diversity of methodological approaches, context and focus, this book stimulates new lines of research in an important and growing field.
Comparative Perspectives on School Segregation will be a key resource for academics, researchers, and advanced students of comparative education, educational leadership and policy, educational research, ethnic studies, research methods, economics of education, sociology of education, history of education and educational psychology. The chapters included in this book were originally published as a special issue of Comparative Education.
2023
R. Shep Melnick
University of Chicago Press
In 1954, the Supreme Court delivered the landmark decision of Brown v. Board of Education—establishing the right to attend a desegregated school as a national constitutional right—but the decision contained fundamental ambiguities. The Supreme Court has never offered a clear definition of what desegregation means or laid out a framework for evaluating competing interpretations. In The Crucible of Desegregation, R. Shep Melnick examines the evolution of federal school desegregation policy from 1954 through the termination of desegregation orders in the first decades of the twenty-first century, combining legal analysis with a focus on institutional relations, particularly the interactions between federal judges and administrators. Melnick argues that years of ambiguous, inconsistent, and meandering Court decisions left lower court judges adrift, forced to apply contradictory Supreme Court precedents in a wide variety of highly charged political and educational contexts. As a result, desegregation policy has been a patchwork, with lower court judges playing a crucial role and with little opportunity to analyze what worked and what didn’t. The Crucible of Desegregation reveals persistent patterns and disagreements that continue to roil education policy.
2021
Fernando Rey
Marcial Pons
Este libro analiza una verdad ignorada e incómoda: las segregaciones escolares que existen en España. Principalmente, las de tipo socioeconómico, las derivadas del origen étnico del alumnado, las que se producen a consecuencia de la discapacidad y las que gravitan en torno a la educación diferenciada (para unos) o segregada (para otros) por género. La LOMLOE (2020) recientemente aprobada reconoce, por primera vez, la segregación escolar entre nosotros, aunque sus soluciones probablemente no sean lo suficientemente audaces.
Pero más allá del abordaje de estos cuatro tipos de segregación educativa, el libro se propone una depuración conceptual del concepto mismo de segregación. No suele ser común relacionar las diferentes formas con que cursa este fenómeno, lo que revela que quizá no haya un consenso suficiente sobre qué es la segregación escolar.
Para entender mejor su significado, deben dialogar el Derecho, la Pedagogía, la Psicología y la Sociología de la educación, pero finalmente debe traducirse en una categoría jurídica precisa. Aquí se propone entender la segregación escolar como una lesión de dos derechos fundamentales: el derecho a una educación inclusiva (art. 27 CE) y el derecho a no sufrir discriminación por determinados motivos (art. 14 CE). Desde este último punto de vista, las segregaciones son discriminaciones sistemáticas e institucionales, que pueden ser directas e indirectas.
2021
Andrés Molina
Springer International Publishing
This book examines the consequences of educational segregation from the perspective of social cohesion. It investigates the impact of separating students along socioeconomic lines on student attitudes, dispositions and outlooks considered important for social cohesion as well as on achievement, opening the discussion about the social costs of school segregation. The separation of students based on their social background is a common feature of schooling in many modern systems. This is not only due to the influence of residential segregation but also to the effects of policies promoting educational privatisation, parental choice and student academic selection. By recognising the importance of schooling for citizenship and social integration, the chapters in this book explore how the separation of students throughout their school lives can contribute to the division of citizens beyond school, and how social segregation in school systems affect social cohesion more broadly. By exploring the case of Santiago, Chile, the study is a timely contribution to the understanding of the roots of social division and the role that schools play in creating cohesive societies. The originality of the approach and the evidence presented draw on implications that should be of interest to a wider audience concerned with contemporary discussions on solidarity and its erosion by educational segregation in urban environments.
2021
Jennifer Keys Adair y Kiyomi Sánchez-Suzuki Colegrove
University of Chicago Press
Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students’ fascination to create unique learning opportunities. Some teachers engage with their students’ ideas in ways that make learning collaborative–but not all students have access to these kinds of learning environments.
In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
2018
Xavier Bonal y Cristián Bellei (Eds.)
Bloomsbury Publishing
During recent decades, social inequalities have increased in many urban spaces in the globalized world, and education has not been immune to these tendencies. Urban segregation, migration movements and education policies themselves have produced an increasing process of school segregation between the most disadvantaged social groups and the middle classes.
Exploring school segregation patterns in Argentina, Belgium, Brazil, Chile, England, France, Peru, Spain, Sweden and the USA, this volume provides an overview of the main characteristics and causes of school segregation, as well as its consequences for issues such as education inequalities, students’ performance, social cohesion and intercultural contact.
The book is organized in three parts, with Part 1 exploring the systemic dimensions of education inequalities that shape different patterns of school segregation, and the extent to which public policies have addressed this challenge. Part 2 focuses on the consequences of school segregation on student performance and other educational aspects, and the Part 3 explores how school segregation dynamics are shaped by market forces and privatization of education. Whilst focusing on different dimensions of school segregation, each chapter explores the magnitude, trends and consequences of school segregation, providing readers with a comprehensive overview of the phenomenon and facilitating cross-country comparisons. Moreover, the volume provides important evidence about the dynamics and characteristics of school segregation, which is key for the planning and implementation of de-segregation policies.
2016
Charles T. Clotfelter
The United States Supreme Court’s 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown’s most visible effect — contact between students of different racial groups — has changed over the fifty years since the decision.
Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment.
Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
2013
Gilbert G. Gonzalez
University of North Texas Press
Chicano Education in the Era of Segregation analyzes the socioeconomic origins of the theory and practice of segregated schooling for Mexican-Americans from 1910 to 1950. Gilbert G. Gonzalez links the various aspects of the segregated school experience, discussing Americanization, testing, tracking, industrial education, and migrant education as parts of a single system designed for the processing of the Mexican child as a source of cheap labor. The movement for integration began slowly, reaching a peak in the 1940s and 1950s. The 1947 Mendez v. Westminster case was the first federal court decision and the first application of the Fourteenth Amendment to overturn segregation based on the “separate but equal” doctrine. This paperback features an extensive new Preface by the author discussing new developments in the history of segregated schooling.
2013
François Baluteau
Academia
Si le collège unique français propose un tronc commun pour la majorité des élèves, il diversifie également les enseignements pour accueillir un public de plus en plus hétérogène. Cet ouvrage examine cette diversification en s’appuyant sur les résultats d’une recherche originale. Il met ainsi au jour des phénomènes de spécialisation et de hiérarchisation entre les collèges, associés à une ségrégation sociale entre les élèves.
2012
Pierre Merle
La Découverte
La ségrégation scolaire, largement ignorée des médias, phénomène peu perceptible mais puissant, est une réalité sociale déniée. Elle renouvelle pourtant, progressivement et profondément, les modalités de scolarisation des élèves. Depuis la fin des années 1970, les transformations économiques et idéologiques (chômage structurel, déclassement des jeunes diplômés, individualisme croissant…) ont accentué la course au diplôme, la concurrence scolaire, la recherche de la meilleure école, et ont débouché sur de nouvelles politiques éducatives. La promotion du « collège pour chacun », les politiques d’assouplissement de la carte scolaire, la « ghettoïsation par le haut » des établissements bourgeois sont des manifestations directes et indirectes des logiques ségrégatives actuellement à l’oeuvre. L’ouvrage présente des exemples précis et des données inédites. Les processus ségrégatifs ont accentué l’inégalité de l’école française : le destin scolaire des élèves est de plus en plus dépendant de leur origine sociale, l’écart entre les « forts » et « faibles » ne cesse de croître. Les comparaisons internationales permettent d’envisager quelques réformes possibles, sources d’équité et d’efficacité.
2012
Iulius Rostas (Ed.)
Roma rights have emerged on the political agenda of Eastern Europe. School segregation is one of the hottest issues. Each country has developed its own approach, with Bulgaria, Hungary, and Romania being more visible in the desegregation process.
The volume presents the results collated in the frames of the fact finding project led by the editor. The analysis includes the examination of a large number of legal documents and policy statements issued by national authorities and the international community on the matter. A critical overview is also made about the various Roma-specific political campaigns on national and European scale. The second half of the book contains interviews with activists that assumed a leading role in school desegregation. These testimony pieces have been critically reviewed by educational and policy analysts from the concerned countries.
2005
Denis Laforgue
Editions L’Harmattan
La ségrégation scolaire tient en partie au consumérisme des familles et à la concurrence entre les établissements, mais l’administration de l’Education Nationale a aussi sa part de responsabilité. Comment, malgré des principes républicains affichés, l’administration scolaire laisse-t-elle s’instaurer des formes aiguës de ségrégation dans certains établissements. Un ouvrage qui explore le fonctionnement quotidien d’une administration d’Etat confrontée à l’injustice sociale.
2003
Cornelia Kristen
Waxmann
This publication explores the origins of ethnic school segregation. More specifically, it studies individual school choice processes and how they contribute to segregation. The author develops a general explanatory approach to school choice behavior and applies the theory to the German elementary school system. With the aid of a quantitative survey conducted in the federal state of North-Rhine Westphalia, she shows why families of Turkish origin make different school selection decisions from German families. The book reveals which general mechanisms lead to the emergence and persistence of ethnic and social stratification.
1997
Gary Orfield y Susan E. Eaton
The New Press
Dismantling Desegregation explains the consequences of resegregation and offers direction for a more constructive route toward an equitable future. By citing case studies of ten school districts across the country, Orfield and Eaton uncover the demise of what many feel have been the only legally enforceable routes of access and opportunity for millions of school children in America.
1980
Walter Stephan (Ed.)
Springer
Along to an historical background of school desegregation this book writes about school desegregation from a political-economic perspective and its effects. Also it review the main problems and issues concerning school desegregation, the importance of ethnicity, democracy, the design and redesign of the desegregated school and building effective multiethnic schools.
1975
James S. Coleman, Sara D. Kelly y John A. Moore
Urban Institute
1959
James Jackson Kilpatrick
Good Press
Published in 1959, it presents a defense of racial segregation in public schools in the United States, particularly in the Southern states. The book argues that segregation is necessary to preserve the cultural and social traditions of the South, and that integration would lead to the destruction of these traditions. Kilpatrick also claims that segregation is not inherently discriminatory, but rather a way to provide separate but equal educational opportunities for all races. The book is controversial and has been criticized for promoting racism and perpetuating the idea of white supremacy. Despite this, it remains a significant historical document that sheds light on the attitudes and beliefs of many people during the Civil Rights era in the United States.This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world’s literature in affordable, high quality, modern editions, that are true to their original work.