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Merry argues that most voluntary separation experiments in education are not driven by a sense of racial, cultural or religious superiority. Rather, they are driven among other things by a desire for quality education, not to mention community membership and self respect.
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Equality, Citizenship, and Segregation
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Equality, Citizenship, and Segregation A Defense of Separation Michael S. Merry
equality, citizenship, and segregation Copyright © Michael S. Merry, 2013. Softcover reprint of the hardcover 1st edition 2013 978-1-137-03370-3 All rights reserved. First published in hardcover in 2013 by PALGRAVE MACMILLAN® in the United States—a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-137-46971-7 ISBN 978-1-137-03371-0 (eBook) DOI 10.1057/9781137033710 The Library of Congress has cataloged the hardcover edition as follows: Merry, Michael S. Equality, citizenship, and segregation : a defense of separation / Michael S. Merry. pages cm 1. Cultural pluralism. 2. Segregation. 3. Minorities. 4. Citizenship. 5. Equality. I. Title. HM1271.M3974 2013 305.8—dc23
2013002338
A catalogue record of the book is available from the British Library. Design by Scribe Inc. First PALGRAVE MACMILLAN paperback edition: October 2014 10 9 8 7 6 5 4 3 2 1
To Nicholas, Sophia, and Peter with all my love
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Without [segregation], the American Negro will suffer evils greater than any possible evil of separation: we would suffer the loss of self-respect, the lack of faith in ourselves, the lack of knowledge about ourselves, the lack of ability to make a decent living by our own efforts and not by philanthropy. W. E. B. Du Bois, Writings, p. 1263. Many political and educational plans have failed because their authors designed them according to their own personal views of reality, never once taking into account (except as mere objects of their action) the men-in-asituation to whom their program was ostensibly directed. Paolo Freire, Pedagogy of the Oppressed, p. 83. It is never a good enough excuse for refusing to think about something that you are afraid of where you might end up, or of the company you might end up in. Matthew Cavanagh, Against Equality of Opportunity, p. 180.
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Contents
Foreword
xi
Acknowledgments
xv
1
Introduction
1
2
Integration
21
3
Foundational Principles
47
4
Voluntary Separation
67
5
Religious Separation
93
6
Cultural Separation
117
7
Social Class Separation
139
Afterword
163
Notes
171
References
191
Index
213
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Foreword
How ought a liberal society treat its racial, cultural, linguistic, and religious minorities, especially those that are geographically and institutionally concentrated and that labor under various kinds of disadvantage? For many political theorists, the answer depends crucially on the specific kind of minority one has in mind. If there is a