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'We Got What We Wanted…But We Lost What We Had': A Counterstory of 'Brown v. Board' towards Narrative and Educational Justice

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Title: 'We Got What We Wanted…But We Lost What We Had': A Counterstory of 'Brown v. Board' towards Narrative and Educational Justice
Language: English
Authors: Simona Goldin (ORCID 0000-0002-5312-5291), Debi Khasnabis (ORCID 0000-0003-2267-4391), Danita Mason-Hogans (ORCID 0009-0003-6305-9077), Annie B. Hargett, David Mason, Addison Duane (ORCID 0000-0002-0105-1235)
Source: Current Issues in Education. 2026 27(1).
Availability: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Desegregation Litigation, School Desegregation, African Americans, School Segregation, Racial Segregation, Student Experience, Racism, African American Community, Equal Education, Trauma, African American Teachers, Educational Quality, African American Family, Local History
Geographic Terms: North Carolina
Laws, Policies and Program Identifiers: Brown v Board of Education
DOI: 10.14507/cie.vol27iss1.2333
ISSN: 1099-839X
Abstract: Race-based exclusion was fundamental to the creation and segregation of US schools, and the racial school-based trauma (SBT) continues in U.S. public schools today. The stories our nation tells of desegregation -- of Ruby Bridges, the Little Rock Nine -- are lauded as testaments of American progress. But these stories are often told from the white-dominant perspective. In this paper, our research team of 6th and 7th-generation Black Chapel Hillians and education scholars examines retellings of school desegregation in the 1960s to bring "narrative justice to" America's historical record (McGregor, 2018). Oral histories from elders about their experiences in Lincoln High School and the Orange County Training School serve as counterstories (Solórzano & Yosso, 2002) that illuminate truths about community care and Black brilliance even in the face of injustice and segregation (Bullock et al., 2012). We compare the popular iconography of desegregation with the experiences of Black communities who themselves desegregated schools, revealing a chasm between reality and the false dominant narratives of US school desegregation. Our interpretive analyses and coding attend to community cultural wealth (Yosso, 2005) and Systemically Trauma-Informed Practice (Authors, 2020) and contribute to findings about how whiteness operates to construct distorted desegregation narratives, erasing the school-based trauma of Black children and communities. In addition, we consider the policy- and practice-based consequences of over six decades of narrative injustice in the retelling of the history of desegregation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504130
Database: ERIC
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  Data: 'We Got What We Wanted…But We Lost What We Had': A Counterstory of 'Brown v. Board' towards Narrative and Educational Justice
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  Data: <searchLink fieldCode="AR" term="%22Simona+Goldin%22">Simona Goldin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5312-5291">0000-0002-5312-5291</externalLink>)<br /><searchLink fieldCode="AR" term="%22Debi+Khasnabis%22">Debi Khasnabis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2267-4391">0000-0003-2267-4391</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danita+Mason-Hogans%22">Danita Mason-Hogans</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6305-9077">0009-0003-6305-9077</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annie+B%2E+Hargett%22">Annie B. Hargett</searchLink><br /><searchLink fieldCode="AR" term="%22David+Mason%22">David Mason</searchLink><br /><searchLink fieldCode="AR" term="%22Addison+Duane%22">Addison Duane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0105-1235">0000-0002-0105-1235</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Education%22"><i>Current Issues in Education</i></searchLink>. 2026 27(1).
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  Data: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: Race-based exclusion was fundamental to the creation and segregation of US schools, and the racial school-based trauma (SBT) continues in U.S. public schools today. The stories our nation tells of desegregation -- of Ruby Bridges, the Little Rock Nine -- are lauded as testaments of American progress. But these stories are often told from the white-dominant perspective. In this paper, our research team of 6th and 7th-generation Black Chapel Hillians and education scholars examines retellings of school desegregation in the 1960s to bring "narrative justice to" America's historical record (McGregor, 2018). Oral histories from elders about their experiences in Lincoln High School and the Orange County Training School serve as counterstories (Solórzano & Yosso, 2002) that illuminate truths about community care and Black brilliance even in the face of injustice and segregation (Bullock et al., 2012). We compare the popular iconography of desegregation with the experiences of Black communities who themselves desegregated schools, revealing a chasm between reality and the false dominant narratives of US school desegregation. Our interpretive analyses and coding attend to community cultural wealth (Yosso, 2005) and Systemically Trauma-Informed Practice (Authors, 2020) and contribute to findings about how whiteness operates to construct distorted desegregation narratives, erasing the school-based trauma of Black children and communities. In addition, we consider the policy- and practice-based consequences of over six decades of narrative injustice in the retelling of the history of desegregation.
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      – SubjectFull: African Americans
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