Jim Crow Moves North: The Battle over Northern School Segregation, 1865-1954 (Cambridge Historical Studies in American Law and Society)

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9780521607834: Jim Crow Moves North: The Battle over Northern School Segregation, 1865-1954 (Cambridge Historical Studies in American Law and Society)
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Most observers have assumed that school segregation in the United States was exclusively a southern phenomenon. In fact, many northern communities, until recently, engaged in explicit "southern style" school segregation whereby black children were assigned to "colored" schools and white children to white schools. Davison Douglas examines why so many northern communities did engage in school segregation (in violation of state laws that prohibited such segregation) and how northern blacks challenged this illegal activity. He analyzes the competing visions of black empowerment in the northern black community as reflected in the debate over school integration.

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Book Description:

Most observers have assumed that school segregation in the United States was exclusively a southern phenomenon. In fact, many northern communities, until the middle of the twentieth century, engaged in explicit "southern style" school segregation whereby black children were assigned to "colored" schools and white children to white schools. This book examines why so many northern communities did engage in school segregation (in violation of state laws that prohibited such segregation) and how northern blacks challenged this illegal activity.

About the Author:

Davison M. Douglas is the Arthur B. Hanson Professor of Law at the William and Mary School of Law where he teaches courses in American constitutional law and history. From 1997-2004, he served as Director of the Institute of Bill of Rights Law at William and Mary. Douglas received a Ph.D. in American history (1992), a law degree (1983), and master's degree in religion (1983) from Yale University. He has written several articles and books dealing with American constitutional history, including Reading, Writing, and Race: The Desegregation of the Charlotte Schools (1995), Redefining Equality (1998) (edited, with Neal Devins), and articles in the Michigan Law Review, the Northwestern University Law Review, the Texas Law Review, and the UCLA Law Review. He has lectured on American constitutional law and history at universities throughout the United States, Africa, Asia, Australia, and Europe.

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Book Description CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2005. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. A history of various efforts to desegregate northern schools during the nineteenth century and the first half of the twentieth century, exploring two dominant themes. The first considers the role of law in accomplishing racial change. Most northern state legislatures enacted legislation after the Civil War that prohibited school segregation and most northern courts, when called upon, enforced that legislation. Notwithstanding this clear legal opposition to school segregation, racially separate schools flourished in much of the north until the late 1940s and early 1950s. The second theme is the ambivalence in the northern black community over the importance of school integration. Since the antebellum era, northern blacks have sharply divided over the question of whether black children would fare better in separate black schools or in racially integrated ones. These competing visions of black empowerment in the northern black community as reflected in the debate over school integration are addressed here. Seller Inventory # APC9780521607834

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Book Description CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2005. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.A history of various efforts to desegregate northern schools during the nineteenth century and the first half of the twentieth century, exploring two dominant themes. The first considers the role of law in accomplishing racial change. Most northern state legislatures enacted legislation after the Civil War that prohibited school segregation and most northern courts, when called upon, enforced that legislation. Notwithstanding this clear legal opposition to school segregation, racially separate schools flourished in much of the north until the late 1940s and early 1950s. The second theme is the ambivalence in the northern black community over the importance of school integration. Since the antebellum era, northern blacks have sharply divided over the question of whether black children would fare better in separate black schools or in racially integrated ones. These competing visions of black empowerment in the northern black community as reflected in the debate over school integration are addressed here. Seller Inventory # APC9780521607834

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