Rivka Feldhay and F. Jamil Ragep, eds., Before Copernicus: The Cultures and Contexts of Scientific Learning in the Fifteenth Century
Historical Studies in Education
attention -even if it meant zooming out from the school more frequently -to why these decisions were made, to more fully understand why as well as how the school changed as it did. Grundy identifies as a desegregation advocate. She came to the story of West Charlotte seeking to capture the school's special magic in the 1970s and 80s. She offers many compelling points of evidence for how students learned from desegregated educational spaces -as well as of the work involved in building and
... building and sustaining these spaces. The segregation inside the school along academic tracks, or the persistent worry that, as one black parent put it, via desegregation "our people" would "be consumed by the white people" (55), reflect harder realities of the process of desegregation and perhaps could offer sources of insight for why the period of desegregated success proved short-lived. Grundy clearly acknowledges these difficulties and inequalities in the process of desegregation, but could plumb their origins and consequences to a greater extent. New approaches to desegregation today -those imagining explicitly anti-racist desegregation -have to face this complex history. One West Charlotte alumnus's view of desegregation in the 1970s has lessons for the present: "Our society is very witty." He continued, "and as new demands come upon us for changing we find new ways to entrench ourselves in the old" (114).