An "Integrated" Theory of Integrated Education
Democracy requires full participation of all citizens in the pursuit of a just society. An educated citizenry is symbiotically linked to this pursuit. The goal of education, in general, is to enable individuals to constitute their selves as full human beings. The goal of public education, in particular, is to provide children with the skills and knowledge necessary for effective, meaningful participation in all aspects of society, from access to adequate housing and employment, to engagement in and transformation of the political process.
As America grows more and more diverse, there are many uncertainties, particularly after September 11. But one thing that is certain is that racially segregated education negatively impacts all citizens and undermines the goal of constructing a multi-racial and multi-ethnic democracy. Though our schools today are more equitable than during the pre-Brown era, they have never been truly integrated and are currently resegregating at alarming rates, both racially and economically. In fact, each minority group's exposure to white children is declining. When we consign students to these apartheid-like conditions we make a mockery of democracy.
Many would have us believe, however, that as long as this arrangement is voluntary – or the result of "choice" – it is ok. This reflects the rhetoric behind the current push for "neighborhood schools" and vouchers. Of course, we know that racial and socioeconomic segregation is never really voluntary. What is apparently voluntary for one group constrains the choices of another. We also now that choice will never overcome this severe racial and economic segregation that persists in our nation.
Emphasis on voluntary choice also implies that involuntary efforts at integrating schools have not yielded results. And although this rationale is used to justify the dismantling of desegregation efforts, it is not true. The vast majority of effective school desegregation – including a reduction in the achievement gap – has resulted from court order or legislative mandate. It must be acknowledged, however, that these efforts are limited in most cases and lead to student, parent, and educators experiencing something far short of true integration.
