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By Claire McGlynn (Editor) Zvi Bekerman (Editor)

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In an era when parental choice is becoming ever more important in school policy, it might also be possible to amend choice programs in order that they act to encourage diversity, rather than encourage segregation. However, there was another aspect of the fiftieth anniversary of the Brown ruling that called into question the viability of a renewed effort toward desegregation. This emerged as a consequence of research among African American scholars who seemed to call into question the bona fides of white America (Walker, 2004, 2005).

Shtml). Member states of the EU are increasingly responding to the Council of Europe’s call for multiperspectivity in history teaching. In Northern Ireland, there have been efforts toward promoting a multiperspective orientation in history textbooks. However, a systemic initiative to assess all curricular materials for elements of societal bias is yet to take place. In Cyprus, there were efforts initiated in the period leading up to EU accession to review the history curricula and texts; however, in the shadow of the 2004 defeat of the Annan Plan referendum and the corresponding resurgence of ethnocentric and nationalistic sentiments on the ground, these efforts have been slowed.

A recent large-scale qualitative study by Amy Wells and colleagues examined the retrospective experience and longer-term consequence of desegregation from amongst students who were in the largest wave of busing and desegregation plans. The evidence provided by Wells et al. (2004) provides a rare insight into the human experience of large-scale social change. Her respondents described how desegregation of schools did not always lead to desegregated classes: they remembered the application of tracking that often led to within-school segregation as minority students were more likely to be assigned to lower tracks, while white students were more likely to be assigned to higher tracks.

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