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This  period  was  a  time  of  dy-

namic  change  in  America  that

included an ever-widening circle

of  women  and  people  of  color

achieving their places in the job

market  and  in  the  professions.

At  the  time,  many  professional

educators were actively involved

in  the  civil  rights  movement,

Americans   were   marching   for
peace and peace resolutions. Teachers
were  being  encouraged  to organize
individualized  self-selected  reading
programs and to involve children in selecting
creative writing  topics  and  learning through
community resources. However, some
scholars   were   concerned that  using
children’s  literature  in  reading  instruction
would  destroy  children’s  joy  of  reading
while some  professors  of  reading

methods   courses   believed

it  was  important  to  teach

teachers  how  to  use  com-

mercial  textbooks  that  in-

volved children in the skills

of  reading  before  allowing

them  to  read  self-selected

trade  books.

(Goodman, P18-19)

Reference:
Goodman, Y. (2011). Sixty Years of Language Arts in Education: Looking Back in Order to Look Forward. NCTE, 17-25. https://library.ncte.org/journals/EJ/issues/v101-1/17260

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On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling in the landmark civil rights case Brown v. Board of Education of Topeka, Kansas. State-sanctioned segregation of public schools was a violation of the 14th amendment and was therefore unconstitutional.
Brown vs. the Board of Education in 1957, was a movement putting stop to segregation in the public school system. Prior to Brown Vs The Board of Education, children were forced to follow the "separate but equal" doctrine.

Reference:
Brown v. Board of Education (1954) | National Archives. (2021, November 22). National Archives |. Retrieved April 16, 2023, from https://www.archives.gov/milestone-documents/brown-v-board-of-education

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Language  arts  pedagogy  from  an  interdisciplin-

ary  perspective  expanded  greatly  in  the  1970s  and

1980s,  supported  by  integration  of  research  from

psychologists, anthropologists, and linguistics in the

new fields of sociolinguistics and psycholinguistics.

As  researchers  studied  language  use  in  urban  com-

munities,  the  new  understandings  about  language

variation,   language   development,   and   language

learning  and  their  influences  on  pedagogy  became

part of teacher education programs. The importance

of building on the child’s mother tongue and valu-

ing every student’s language were common topics in

teacher education and conference programs.

In  this  era  teachers  were  involving  students

in  more  reading  and  writing  of  authentic  materi-

als than ever before. Children were invited to write

personal narratives and were encouraged to respond

to literature. (Goodman P 20-21)

Reference: Goodman, Y. (2011). Sixty Years of Language Arts in Education: Looking Back in Order to Look Forward. NCTE, 17-25. https://library.ncte.org/journals/EJ/issues/v101-1/17260

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The segregation of Blacks in American public schools has changed little since 1972. During the same period of time there has been a constant growth in the segregation of Hispanics in schools. No branch of the Federal Government has taken any policy initiatives toward desegregation since 1971. This report presents information concerning the status of minority enrollment in schools by state and by metropolitan area. The major findings are the following: (1) states with the greatest integration of blacks typically have extensive court orders requiring busing; (2) states in which blacks are most segregated have fragmented school districts within large metropolitan areas and no city-suburban desegregation plan; (3) a few states experienced a modest reduction in segregation due to state government monitoring of desegregation; (4) the northeastern United States is the most segregated region; and (5) in locations where Hispanic populations are concentrated there are no widely implemented desegregation plans. Little data are available for the rapidly growing Asian population, but national statistics show that Asian students are typically attending well integrated schools with white majorities. Further examination of the accomplishments and the challenges of school desegregation is needed at the national level of policy making.

Also in 1972: Title IX is a law that prohibits discrimination against students or employees based on their sex in a educational institution. Before this law was passed, female students and faculty were both limited in what they could do.

Reference:
ERIC - ED285946 - School Segregation in the 1980's: Trends in the United States and Metropolitan Areas. A Report by the National School Desegregation Project., 1987-Jul. (n.d.). ERIC. Retrieved April 16, 2023, from https://eric.ed.gov/?id=ED285946

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The  decade  of  the  1990s  began  with  the  whole

language  movement  at  the  peak  of  its  influence.

Teachers  were  actively  involved  in  research,  in

developing  their  classroom  curricula,  in  writing

books  and  articles,  in  organizing  conferences,  and

taking  leadership  in  their  school  districts  and  in

professional  organizations.

Constructivist  influences  keep  expanding  during

the  1990s  and  into  the  21st  century.  Involving

young students in inquiry into exploring language

and  language  processes  remains  a  focus  in  many

classrooms.  Rather  than  memorizing  rules  and

searching for single correct answers to teacher ques-

tions, children are encouraged to study the language

in  their  communities,  explore  their  own  literacy

histories, and consider their own reading and writ-

ing processes. In  another  development,  children  are  having greater  experiences  with  technologies  than  most

of their teachers ever had as they become involved

in  chat  rooms,  text  messaging,  and  interactions

with  their  peers. (Goodman P.22-23)

Reference:
Goodman, Y. (2011). Sixty Years of Language Arts in Education: Looking Back in Order to Look Forward. NCTE, 17-25. https://library.ncte.org/journals/EJ/issues/v101-1/17260

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In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in "correct" forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today.(Goodman, 2011, )

References

Goodman, Y. (2011). Sixty Years of Language Arts in Education: Looking Back in Order to Look Forward. NCTE, 17-25. https://library.ncte.org/journals/EJ/issues/v101-1/17260