Black, White, and Us: The Meaning of Brown v. Board of Education for Latinos
Black, White, and Us: The Meaning of Brown v. Board of Education for Latinos
复制标题
黑人、白人和我们：布朗诉拉丁裔教育委员会案的意义
DOI：
--
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
S. Nieto
中科院分区：
文献类型：
--
作者：
S. Nieto
1954年5月17日，堪萨斯州托皮卡的布朗诉教育委员会一案的判决宣布，这一天不仅是教育史上的分水岭，也是美国历史上的分水岭。它还有助于将黑白范式固定在大众意识中，这种范式即使在今天仍然固定在美国人的脑海中。例如，在布朗目前的大多数叙述中，种族隔离、融合、废除种族隔离和重新种族隔离在很大程度上仍然是以非洲裔美国人和白人为框架的。种族隔离的历史和对它的挑战是一个更加复杂和多样化的历史，但这段历史已经在沿着的某个地方迷失了。在接下来的文章中，我讨论了棕色对拉丁美洲人的意义。在这样做的时候，我还想表明，黑白二进制不仅是不正确的，而且它有助于掩盖非洲裔美国人，拉丁美洲人和其他人为平等教育而进行的共同斗争。然而，我的目的不是提出另一种僵化的范式（即，黑人、白色人和拉丁美洲人）或进一步使美洲原住民、亚洲人、阿拉伯人、海地人、佛得角人、东印度人、欧洲人或组成我们国家的许多其他群体的经历不可见。相反，我的目的是通过简要解释我们拉丁美洲人是如何被排除在故事之外而同时承认许多其他人也被排除在外来打开对话。我的论点是，关于隔离、融合和平等教育的对话的性质将根据每个群体的特定社会政治背景和历史而有所不同，所有群体都将通过参与和促进这一对话而受益。有许多优秀的历史学家撰写了关于拉丁美洲人和教育的基本上未被承认的历史;其他人目前正在这样做（见本文结尾处的“进一步阅读”），我不试图复制这一角色。他们的工作不仅意义重大，而且还将有助于改写拉丁美洲人所经历的教育斗争的当前历史记录。因此，我没有进行历史分析，而是简要分析了布朗对拉丁美洲人的影响，也就是说，对我们这些实际上被认定为“布朗”的人的影响。我谈到了拉丁美洲人的经历帮助塑造布朗的一些方式，以及布朗对拉丁美洲人和我们的教育的影响。首先必须强调的是，所有这些问题都必须放在一个更广泛的社会政治背景下，而不仅仅是公立学校教育。布朗利用公立学校作为一个场所，但它远远超过了学校教育;它是关于平等的放大。我们还必须认识到，对于非裔美国人、拉丁美洲人、美洲原住民和其他人来说，种族隔离只是基于种族、民族、语言和其他差异的严重权力丧失的一个症状，这种权力丧失一直持续到今天，尽管它可能会根据所涉背景和群体的不同而表现出不同的表现。也就是说，不可能将种族隔离的学校教育与该国整个历史上明显存在的其他种族主义和排斥性政策分开。
May 17, 1954, the day that the Brown v. Board of Education of Topeka, Kansas decision was handed down, was a watershed event not only in educational history but in U.S. history as well. It also helped to seal the Black–White paradigm into the popular consciousness, a paradigm that even today remains fixed in the minds of Americans. In most current accounts of Brown, for example, segregation, integration, desegregation, and resegregation are still largely framed in terms of African Americans and Whites. The history of segregation and challenges to it has been a more complicated and diverse one, but this history has gotten lost somewhere along the way. In what follows, I discuss the meaning of Brown for Latinos. In so doing, I also want to suggest that the Black–White binary is not only incorrect but that it helps to obscure the common struggles of African Americans, Latinos, and others for equal education. However, it is not my purpose to propose yet another rigid paradigm (i.e., Black, White, and Latino) or to further make invisible the experiences of Native Americans, Asians, Arabs, Haitians, Cape Verdeans, East Indians, Europeans, or the many other groups that make up our nation. Rather, my purpose is to open up the conversation by briefly explaining how we Latinos have been left out of the story—while at the same time acknowledging that many others have been left out as well. It is my contention that the nature of the conversation concerning segregation, integration, and equal education would differ depending on the particular sociopolitical context and history of each group and that all groups would benefit by participating in and contributing to this conversation. There are many fine historians who have written the largely unacknowledged histories of Latinos and education; others are currently doing so (see “For Further Reading” at the conclusion of this article), a role that I do not attempt to replicate. Their work is not only significant, but it will also help rewrite current historical accounts of the struggle for education as experienced by Latinos. Instead of a historical analysis, therefore, I offer a brief analysis of the impact of Brown on Latinos, that is, on those of us who are in fact identified as “Brown.” I address some of the ways in which the experiences of Latinos helped to shape Brown as well as the influence of Brown on Latinos and our education. It is first necessary to underline that all these issues must be placed in a broader sociopolitical context than simply public schooling. Brown used public schools as a venue, but it was about far more than schooling; it was about equality writ large. One also must recognize that for African Americans, Latinos, Native Americans, and others, segregation was just one symptom of a profound disempowerment based on race, ethnicity, language, and other differences, a disempowerment that continues today, although it may manifest itself differently depending on the context and the group in question. That is, it is impossible to separate segregated schooling from other racist and exclusionary policies evident throughout the country’s entire history.