Suddenly Diverse

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.

When the Supreme Court overturned Louisville's local desegregation plan in 2007, the people of Jefferson County, Kentucky, faced the question of whether and how to maintain racial diversity in their schools. This debate came at a time when scholars, pundits, and much of the public had declared school integration a failed experiment rightfully abandoned. Using oral history narratives, newspaper accounts, and other documents, Tracy E. K'Meyer exposes the disappointments of desegregation, draws attention to those who struggled for over five decades to bring about equality and diversity, and highlights the many benefits of school integration. K'Meyer chronicles the local response to Brown v. Board of Education in 1956 and describes the start of countywide busing in 1975 as well as the crisis sparked by violent opposition to it. She reveals the forgotten story of the defense of integration and busing reforms in the 1980s and 1990s, culminating in the response to the 2007 Supreme Court decision known as Meredith. This long and multifaceted struggle for school desegregation, K'Meyer shows, informs the ongoing movement for social justice in Louisville and beyond.

This book considers the practical management of sudden death and offers first-hand reflections of how emergency physicians, nurses, and allied health professionals cope. Sudden death is one of the most difficult aspects of emergency care, and the traumatic nature of some deaths can be devastating for the family and the emergency team. This book shows how practitioners confront the sudden death and the essential steps taken to manage the event that may have a critical impact on the grieving relative. The book explores the unique interactions between emergency and allied health practitioners and nurses, those who grieve and, the body itself. By understanding what is involved in sudden death work, and the practical, psychosocial and spiritual tensions that arise from managing the event and sequel, it may be possible to provide a more responsive service. The book addresses sudden death from the multi-professional emergency and allied services perspective to guide either the seasoned practitioners or the new and apprehensive recruit. National emergency response systems have been strengthened to cope with the increasing trauma and disease burden which, for many unfortunate individuals, results in an immediate or swift death trajectory. This multidisciplinary teaching text uses first-hand detailed stories of sudden death encounters. By reflecting on these ‘happenings’ and illuminating on how specific events were handled, it is possible to build a picture not only of what sudden death workers ‘do’ when sudden death occurs but also how they feel about what they ‘do’. At the end of each chapter a series of activities will be posed to encourage the reader to make sense of their own practices when handling the legal and practical aspects and when supporting families and colleagues.

Sweden is well known for the success of its welfare state. Many believe that success was made possible in part by the country’s ethnic homogeneity and that the increased diversity of Sweden’s population is putting its welfare state at risk. Few, however, have suggested convincing mechanisms for explaining the precise relationship between relative ethnic homogeneity/heterogeneity and the welfare state. In this book Carly Elizabeth Schall acknowledges the important role of ethnic homogeneity in Sweden’s thriving welfare state, but she argues that it mattered primarily because political elites— especially social democrats—made it matter. Schall shows that diversity and the welfare state are related but that diversity does not undermine the welfare state in a straightforward way. Tracing the development of the Swedish welfare state from the late 1920s until the present day, she focuses on five historical periods of crisis. She argues that the story of Swedish national identity is a story of elite-driven hegemony-building and that the linking of social democracy and national identity colored the integration of immigrants in important ways. Social democracy could have withstood the challenge posed by immigration, but the faltering of social democratic hegemony opened a door for anti-immigrant sentiment. In her deft analysis of the relationship between immigration and the welfare state in Sweden, Schall makes a compelling argument that has relevance for immigration policy in the United States and elsewhere.

This book examines the true costs of attendance faced by low- and moderate-income students on four public college campuses, and the consequences of these costs on students’ academic pathways and their social, financial, health, and emotional well-being. The authors’ exploration of the true costs of academics, living expenses, and student services leads them to conclude that current college policies and practices do not support low-income and otherwise marginalized students’ well-being or success. To counter this, they suggest that reform efforts should begin by asking value-based questions about the goals of public higher education, and end by crafting class-responsive policies. They propose three tools that policymakers can use to do this work, and steps that every person can take to revitalize public support for public education, equity-producing policies, and democratic participation in the public arena.

Introducing Gideon Crew: trickster, prodigy, master thief At twelve, Gideon Crew witnessed his father, a world-class mathematician, accused of treason and gunned down. At twenty-four, summoned to his dying mother's bedside, Gideon learned the truth: His father was framed and deliberately slaughtered. With her last breath, she begged her son to avenge him. Now, with a new purpose in his life, Gideon crafts a one-time mission of vengeance, aimed at the perpetrator of his father's destruction. His plan is meticulous, spectacular, and successful. But from the shadows, someone is watching. A very powerful someone, who is impressed by Gideon's special skills. Someone who has need of just such a renegade. For Gideon, this operation may be only the beginning . . .