Teaching Tomorrow's Citizens: The Law's Role in Educational Disproportionality
Alabama Civil Rights & Civil Liberties Law Review, Vol. 5, No. 2, 2013
74 Pages Posted: 23 Dec 2020
Date Written: 2013
A Huffington Post reporter wanted to discuss the extent to which conservatives are “coopting” the language of historically liberal civil rights advocates, especially in light of Shelby County v. Holder. Several responses immediately came to mind; however, the one response which often led my thoughts on this topic, even before I entered academia, was to question why progressives (or liberals, depending on your age, preference, and political slant) are regularly depicted as reacting to that which conservatives proffer. The intent of this article, therefore, is to engage in what is typically identified as a progressive issue through what is typically identified as a conservative framework, perhaps coopting a perspective.
As the reporter argued, conservatives are increasingly coopting the language of progressives; further, many of the historic liberals being coopted were members of the mid-20th Century civil rights movement. The tone of the reporter’s questions seemed to suggest that she felt conservatives were “stealing” ideas. While some consider coopting to be, merely, a form of propagandizing, it is equally arguable that any propaganda is a strategic coopting of words or ideas. As such, this article looks at a historically progressive issue, the distribution of equal and equitable educational resources, through a historically conservative lens—the original construction and intent of one of the nation's Founding Fathers.
Keywords: education, disproportionality, inequality, economics, law
JEL Classification: I24, I21, J71, K00, K39
Suggested Citation: Suggested Citation