Separate But (Un)Equal: A Review of Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools

Authors

Katherine H. Burr, University of GeorgiaFollow

Abstract

Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools (2016) by Rosiek and Kinslow exposes the reality of systemic racial resegregation occurring in U.S. public schools. The authors center the stories of students, educators, and community members affected by the resegregation in a powerful narrative that blends critical race theory and agential realism as theoretical frameworks. This book review offers a review of the authors' findings, commentary on their methodology, and recommended audiences.

Keywords

Book Review, Critical Race Theory, Agential Realism, Hidden Curriculum, Racial Justice, Resegregation

Author Bio(s)

Katherine H. Burr is a doctoral student in the College Student Affairs Administration program at the University of Georgia. Correspondence regarding this article can be addressed directly to: katieburr@uga.edu.

Publication Date

7-27-2018

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2018.3623

Recommended APA Citation

Burr, K. H. (2018). Separate But (Un)Equal: A Review of Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools. The Qualitative Report, 23(7), 1773-1776. https://doi.org/10.46743/2160-3715/2018.3623