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Nuer Journeys: A Comparative Analysis

651 Words3 Pages

Holtzmann’s Nuer Journeys, Nuer Lives deeply examines and compares how Sudanese refugees have assimilated into Minnesotan culture. After the Nuer came to the United States, many tried to form smaller communities as well as carry on traditions from Nuer culture. The Minnesotan Nuer lifestyle now accommodates Sudanese traditions through American practices; by using United States methods for their practices, the Nuer have found new ways of living in this country. While these Sudanese refugees have faced many difficulties with keeping steady incomes and finding appropriate academic institutions for their children, many of them have been able to form social groups and begin families. Family life, no matter how altered, will always lie at the core of Nuer interactions; and even though Minnesota has been a generally welcoming state for them, there is hope for the future that the Nuer will have equal opportunities to education and living in financial safety as their fellow white neighbours. During the period of the 1990s when the Nuer developed, Holtzmann explains that the economic environment “made it relatively easy …show more content…

While the Minnesotan legal system has done its best to ensure that all Nuer children have equal rights to education, some of the academic choices made can hurt a child’s progress. Christian communities in Minnesota have continuously supported the Nuer, but the Minnesotan public school system sometimes fails to accommodate Nuer children and prioritises the needs of white children over theirs; seeing as Nuer children have never had formal American education before, they do not need to be placed into the grade that corresponds to their age in the United States, but rather the appropriate grade for their learning level. In the end, it comes down to careful communication between the Nuer and the Minnesotans; while there has been much of it, the system is nowhere near

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Although Lau v. Nichols had a positive impact on the education of non-English-speaking students, the Supreme Court stopped short of making revisions that would force school district to reexamine the school board’s illegal practices. The Supreme Court didn’t give the SFUSD a clear directive regarding provisions of specific programs that would satisfy Section 601 of the Civil Rights Act of 1964. This shortcoming keeps the debate alive as to whether or not appropriate programs for non-English-speaking students have been implemented correctly throughout the Unites States. Discussions are still prevalent in school districts, state legislatures, and

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Susan Eaton’s work, The Children in Room E4, shows the racial and economic segregation that is very prominent in Hartford, Connecticut. Stemming from the availability of jobs and the housing market, Hartford has turned into the segregated city it currently is today. Especially in Hartford’s urban schools, economic and racial segregation is the constant truth that lurks in every corner, over every teacher’s shoulder, in every student’s face. This ugly truth has resulted in an unequal educational system between schools that are only miles away. Though the state has been made aware of the unequal opportunities between urban and suburban schools, little change has been seen to benefit the children of Hartford.

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The court case Meredith v. Jefferson County Board of Education identified that schools in Louisville, Kentucky were using voluntary integration plans in their public schools (Smith, 2008, p. 303). The main complaint was filed by a white mother who wanted her child to be transferred to a kindergarten in a school closer to home. Her complaint to the schools was denied because of the need to keep the color ratio matched to the racial guidelines (Greenhouse, 2007). Many other complaints similar to this one existed as well since many parents were concerned about the distance their children had to ride to school and how long it was taking. The Parents Involved in Community Schools v. Seattle School District No. 1 case was brought to court by a nonprofit created by parents in order to fight the school assignment plans used in the schools of Seattle.

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In 1951, an increasing number of African-American parents attempted to enroll their children in public schools and were turned away. In once case, a mother of African American children attempted

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Imagine the stress and the hardships of being a refugee and moving to a completely different country. Mawi Asgedom was a refugee starting at age three, and he had to start a whole new life in America. In Mawi Asgedom’s book, Of Beetles and Angels, the Asgedom family lived in a refugee camp in Sudan, but they moved to America because they wanted a safe haven from the wars. They felt that America was a paradise where everyone had things like big houses and fancy cars. That was not the case, however, and many challenges were waiting for them when they arrived.

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In task 2, the NAACP has really navigated policy and advocating systems especially when looking at their legal victories in the courts. “Some court cases that NAACP won included: Plessy v. Ferguson in 1896, Brown v. Board of Education in 1954, Voting Rights Act of 1965, and Fair Housing Act of 1968” (NAACP, 2015b). The NAACP saw a need for social justice and used their power for change on the federal, state, and local level. “Task 3 is the agenda-setting task, practitioners gauge whether the context is favorable for a policy initiative, and they evolve early strategy to place it on policy makers’ agendas” (Jansson, B. S., 2014, pg. 76). The Kankakee County Branch 3035 of the NAACP’s education committee is working on the Student Support.

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Louis alone are certainly alarming, I am most dismayed by the responses of the children from Morris High. It is evident that the children at Morris High do not fully understand the implications of racial inequality, nor do they regard the immense suffering of children in schools like those in East St. Louis. However, if I were a young white girl from a high class family attending Morris high, I too might have the same outlook. I likely would have been taught to acknowledge the inequalities faced by the minority, but would not have been taught the privileges I have experience for being white. If I were suddenly to start attending East St. Louis schools, however, the inequalities faced by my new peers would become much more apparent.

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Oliver Brown and many of others thought it wasn’t fair for a child to be denied education and decided to do something about it. Oliver Brow’s daughter was denied access into schools because of her race and he wasn’t going to let that stop him. Mr.Brown took his compliant to higher authority hoping something would change. “Oliver Brown filed a class-action suit against the Board of Education of Topeka, Kansas” (Brown 2). Browns daughter being denied entrance to Topeka’s all-white elementary school.

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Although the roots of this movement date as far back as the 1900s, the legacy of the African American’s role in World War II sparked the catalyst needed to promote the legislation that eventually led to their equality. “On May 17, 1954, The Supreme Court announced its decision in the case Brown v. Board of Education of Topeka” (Brinkley 772). This regulation overturned the Supreme Court’s earlier decision in the Plessy V Ferguson case. The separate but equal doctrine was a prime example of domestic policy that did not uphold the government’s constitutional promise to promote the general welfare of society-to include all that fall under the definition of an American citizen. The affliction put on children who had to travel to segregated public schools placed an unequal burden and damage done to those who it pertained to.

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With this intention, to change the way education works, many have developed fears that the states will make unfair calls towards education regarding commons race and

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However, with diversity comes inequalities that people of color face throughout their lives. A particular issue in the United States, specifically in education, is unequal opportunities and treatment in regard to race. Research shows that students from single-parent black families had a high chance of dropping out and participating in illicit behavior (Hallinan 54). While the issue of race is a complicated issue to breach for

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Brittney Foster SOCY 423 UMUC 03/01/2018 Racial integration of schools Racial integration is a situation whereby people of all races come together to achieve a common goal and hence making a unified system. Racial integration of schools is well elaborated in the two articles by Pettigrew and Kirp. These two articles say that combination in the American schools since 1954 has unceremoniously ushered out the Brown versus Board of Education which was a decision made by the Supreme Court. The topic of discussion of these two articles hence is relevant to our course since it gives us the light of how racial desegregation and racial integration shaped America’s history.

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As Americans, we view the Constitution as a stepping stone to making the great country we live in today. Yet, we the people of the United States failed to realize another component in order to form a perfect union. Which is to establish and promote equal opportunities for a quality education for all. However, we live in a society where social locators such as class, gender, and race are huge factors in the determination of one’s educational future.

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