UNIT 2. SEGREGATION, DESEGREGATION, RESEGREGATION A primer on the history and intention of race in schooling The old saying goes “If we do not learn from the mistakes of the past, we are destined to repeat them.” In order to promote future diversity in urban schools, one must first understand what has and hasn’t worked in the past. In other words, as a society how far have we really come toward providing equality and opportunity to all? Have we desegregated? How can we as educators and citizens with the power to vote and influence legislation ensure diversity and equality in the classroom, community, and workplace?Learning Goals: 1. Explain the historical basis for and evolution to present time of and diversity policy in education. 2. Analyze some of the equity effects of expanding access to education. 3. Critically compare and contrast the effectiveness of past diversity laws and policies EDL EDUC 523 15 with current laws and policies. 4. Understand and explain the concepts and causes surrounding desegregation and resegregation in urban America. 5. Explain the economic and political issues connected to past and present diversity policy. Key Questions: 1. Who should be included in policies for diversity and why? 2. How will we know when diversity policy has been successful? How is success measured? 3. Identify and explain the differences and similarities between “equal access” and “equal opportunity.” In your opinion, which framework has the most potential and why? 4. How does one determine the scope of affirmative action (i.e., should the policies apply to gender, sexual orientation, age, socioeconomic class, etc.)? click for syllabus