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Importance of brown v board of education case
Notes of a native son baldwins opinion of the past
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The Little Rock Nine: Weaving the Tapestry of American History
Throughout his literature, James Baldwin discusses the issues of racial inequality within America and discusses reasons for the conflicts between races, proposing his solutions to the problems. One of the most important and recurring motifs between his works is the idea of history; the history of whites in western society and its origin in European thinking and the history of the American Negro, whose history is just as American as his white counterpart’s. The importance of these histories as being one combined “American history” is integral to the healing process between the two races. The 1954 Brown v. Board of Education Supreme Court decision is a landmark event for blacks and whites alike, and the events following three years later in Little Rock, Arkansas mark the beginning of a long journey to fulfill the promise of equal education made by the Supreme Court. The 1957 events in Little Rock quickly became the nationally covered story of the Little Rock Nine, a legacy that still lives on today despite a James Baldwin prediction made in his essay “Take Me to the Water.” Specifically, nine African-American students were given permission by the Little Rock school board to attend Central High School, one of the nation’s top 40 high schools, integrating a formally all-white campus. During the initial weeks, these students were prevented from entering the school by US military summoned by the Arkansas governor. The Little Rock case drew immediate media attention and became a nationwide symbol of the civil rights movement. The story of the Little Rock Nine embodies James Baldwin’s arguments and observations regarding necessity of education as a crucial step to achievin...
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... to Enter Topeka School.” New York Times 29 Aug. 1958: 11.
Calloway-Thomas, Carolyn, and Thurmon Garner. “Daisy Bates and the Little Rock School Crisis: Forging the Way.” Journal of Black Studies 26, 5 Special Issue: The Voices of African American Women in the Civil Rights Movement. May, 1996: 616-628. JSTOR. 10 April 2004
Figures of the Civil Rights Movement. Videocassette. Princeton, 1999.
Fine, Benjamin. “Little Rock Faces Showdown Today Over Integration.” New York Times 7 Sept. 1957: 1.
---. “Little Rock Told To Integrate Despite Militia.” New York Times 4 Sept. 1957: 1.
---. “Students Unhurt.” New York Times 24 Sept. 1957: 1.
United States. “Commission on Civil Rights. School Desegregation in Little Rock, Arkansas June 1977.” Washington, D.C. June 1977.
The children of Little Rock Arkansas never doubted that, like every other southern Negro, they lived in an unequal, segregated society. In the twentieth century, the black population of Arkansas still endured periodic beatings, arrests and daily racial taunts at the slightest provocation. However, the law was turning in the Negroes favour. Various organisations including the National Association for the Advancement of Coloured People (NAACP) and Negro produced newspapers fought for an end to racial discrimination and for the advancement of the black population. “They began to assert political and economic pressure” against citizens, organisations and governments violating human rights. The victory in the 1954 Brown Vs Board of Education case granted the Federal Government the ability to pass school integration laws permitting Negro children to attend white schools. This was “a great forward step in achieving true equality” . Virgil Blossom, of the Little Rock school board, consented to nine black children integrating into Central High on September 4th 1957, 3 years after the United States Supreme Court decision.
In 1954, the Supreme Court ruled in the case of Brown vs. The Board of Education that schools needed to integrate and provide equal education for all people and it was unconstitutional for the state to deny certain citizens this opportunity. Although this decision was a landmark case and meant the schools could no longer deny admission to a child based solely on the color of their skin. By 1957, most schools had began to slowly integrate their students, but those in the deep south were still trying to fight the decision. One of the most widely known instances of this happening was at Central High School in Little Rock, Arkansas. It took the school district three years to work out an integration plan. The board members and faculty didn't like the fact that they were going to have to teach a group of students that were looked down upon and seen as "inferior" to white students. However, after much opposition, a plan was finally proposed. The plan called for the integration to happen in three phases. First, during the 1957-1958 school year, the senior high school would be integrated, then after completion at the senior high level, the junior high would be integrated, and the elementary levels would follow in due time. Seventeen students were chosen from hundreds of applicants to be the first black teenagers to begin the integration process. The town went into an uproar. Many acts of violence were committed toward the African-Americans in the city. Racism and segregation seemed to be on the rise. Most black students decid...
In 1950's America, there was a uprising that would sculpt the world into the place we now inhabit. The particular event in question is one concerning the black communities plight in 1950's America, with names such such as Rosa Parks, Emmett Till and (most importantly), Elizabeth Eckford Heading the list of names who took a stand, and, in turn, made America the place it is today. As the years went by, details of the many riots the segregation incurred were documented. The focus of this essay will be on a particular documentation titled 'The Long Shadow of Little Rock', a book published in 1962 on what happened to Elizabeth Eckford in Little Rock, Arkansas. However, just what can we learn from this Document?
In May of 1954, the landmark Brown v. Board of Education Supreme Court case had declared the racial segregation of American public schools unconstitutional. The Supreme Court had called for the integration of schools, so that students of any race could attend any school without the concern of the “white-only” labels. The public school system of Little Rock, Arkansas agreed to comply with this new desegregated system, and by a year had a plan to integrate the students within all the public schools of Little Rock. By 1957, nine students had been selected by the Nation Association for the Advancement of Colored People (NAACP), chosen according to their outstanding grades and excellent attendance, and had been enrolled in the now-integrated Central High School in Little Rock, Arkansas. But, the Little Rock Nine, consisting of Jefferson Thomas, Thelma Mothershed, Carlotta Walls LaNier, Elizabeth Eckford, Minnijean Brown, Ernest Green, Melba Pattillo Beals, Gloria Ray Karlmark, and Terrence Roberts, faced the angered, white segregationist students and adults upon their enrollment at Central High School. Thus began the true test; that of bravery of the students and that of the ethics of the white community.
From slavery being legal, to its abolishment and the Civil Rights Movement, to where we are now in today’s integrated society, it would seem only obvious that this country has made big steps in the adoption of African Americans into American society. However, writers W.E.B. Du Bois and James Baldwin who have lived and documented in between this timeline of events bringing different perspectives to the surface. Du Bois first introduced an idea that Baldwin would later expand, but both authors’ works provide insight to the underlying problem: even though the law has made African Americans equal, the people still have not.
Civil rights activist, Daisy Bates was at the core of the school desegregation catastrophe in Little Rock, Arkansas in September 1957. Bates used her position as president of a local Arkansas branch of the NAACP to strategically destroy the segregated school system. Her civil rights work involved changing the policies of the Arkansas Public School System that promoted segregation of school students, which in turn denied equality of educational resources and qualitative instruction to Arkansas’ Negro students. This fight for civil rights for students of color caused a fundamental shift in how the state educated its students both Black and White. Her plan halted the nation to expose the segregation in the Arkansas school district. Bates advocated for Black children to attend public schools that had been segregated arguing that the school system needed to be desegregated. As a result of argument, Bates became the mentor to nine African-American students, who enrolled in
“Simple Justice” was written by Richard Kluger and reviews the history of Brown v. Board of Education, the Supreme Court decision that outlawed segregation, and African America’s century-long struggle for equality under law. It began with the inequities of slavery to freedom bells to the forcing of integration in schools and the roots of laws with affect on African Americans. This story reveals the hate caused the disparagement of African Americans in America over three hundred years. I learned how African Americans were ultimately acknowledged by their simple justice. The American version of the holocaust was presented in the story. In 1954 the different between how segregation and slavery were not in fashion when compared with dishonesty of how educating African American are separate from Caucasian was justified by the various branches of government.
Boston’s local public television station WGBH, under the leadership of Hartford Gunn, presented an array of educational and cultural programming. Similar to an earlier interview, in a 1963 taping of “The Negro and the American Promise,” Baldwin is interviewed by Dr. Kenneth Clark. This happened just months after Alabama’s governor, George Wallace, expressed his support of “segregation forever” (qtd. in PBS Online). To inflect the possibility that blacks were not as equal or fairly treated as whites in the mid-twentieth century, two very different African Americans were brought on air. Malcolm X based his interview on historical and present references, but James Baldwin took a more personal approach.
In his work, “A Talk to Teachers,” James Baldwin poured out his point of view on how he believed American children should be taught. Throughout the essay, Baldwin focused on a specific race of school children: Negros. Perhaps this was because he himself was an African American, or even for the mere idea that Negros were the most vulnerable for never amounting to anything — according to what the American society thought during the twentieth century, specifically the 1960s when this piece was published. With the focus determined, the reader is able to begin analyzing Baldwin’s main appeal through the essay. At first glance one could argue that the essay has no credibility with Baldwin’s lack of not being a school teacher himself; however, when further evaluated one could state that whether or not he was a school teacher has nothing to do with the fact that he establishes his credibility, he appeals to morals, emotions with authority, and values, which thus outweighs the possible negativities associated with his argument.
The Civil War was fought over the “race problem,” to determine the place of African-Americans in America. The Union won the war and freed the slaves. However, when President Lincoln declared the Emancipation Proclamation, a hopeful promise for freedom from oppression and slavery for African-Americans, he refrained from announcing the decades of hardship that would follow to obtaining the new won “freedom”. Over the course of nearly a century, African-Americans would be deprived and face adversity to their rights. They faced something perhaps worse than slavery; plagued with the threat of being lynched or beat for walking at the wrong place at the wrong time. Despite the addition of the 14th and 15th Amendments to the Bill of Rights, which were made to protect the citizenship of the African-American, thereby granting him the protection that each American citizen gained in the Constitution, there were no means to enforce these civil rights. People found ways to go around them, and thus took away the rights of African-Americans. In 1919, racial tensions between the black and white communities in Chicago erupted, causing a riot to start. This resulted from the animosity towards the growing black community of Chicago, which provided competition for housing and jobs. Mistrust between the police and black community in Chicago only lent violence as an answer to their problems, leading to a violent riot. James Baldwin, an essayist working for true civil rights for African-Americans, gives first-hand accounts of how black people were mistreated, and conveys how racial tensions built up antagonism in his essays “Notes of a Native Son,” and “Down at the Cross.”
...t there was no real haste to desegregate schools, in Brown II the Supreme Court declared that desegregation should occur ‘with all deliberate speed’, but the events at Little Rock in 1957 proved that the whites were still persisting in segregation.
The National Center For Public Research. “Brown v Board of Education, 347 U.S. 483 (1954) (USSC+).” Supreme Court of The United States. 1982 .
Instinctively a feminist, Lucy Diggs Slowe was an outspoken advocate for the empowerment and education of the African American female. A graduate of Howard University in 1908, Ms. Slowe cultivated her passion for gender equality with many leadership positions on the Howard campus. “She was the first president of Alpha Kappa Alpha sorority, the first greek letter organization for black college women” (Perkins, 1996, p. 90). After graduation Slowe went on to teach, earned a Master’s degree from Columbia University and took classes in the innovative field of Student Personnel that would eventually be her career until her death in 1937. The first African American Dean of Women at Howard University, she clashed with many of the presidents at Howard during her fifteen year tenure. As a result of her push back on the paternalistic rules imposed on the female students at Howard, Ms. Slowe’s department was dismantled and she was asked to live on campus to oversee the female population that resided on campus. Despite this retaliation from the University President, Mordecai
* Orfield, Gary. Dismantling desegregation : the quit reversal of Brown vs. Board of Education. New York: W.W. norton & Company, 1996.
9. Gilmore, Stephanie. "The Dynamics Of Second-Wave Feminist Activism In Memphis, 1971-1982: Rethinking The Liberal/Radical Divide." NWSA Journal 15.1 (2003): 94. Academic Search Elite. Web. 14 Feb. 2014.