Recovering the history of an often-ignored landmark Supreme Court case, William P. Hustwit assesses the significant role that Alexander v. Holmes (1969) played in integrating the South's public schools. Although Brown v. Board of Education has rightly received the lion's share of historical analysis, its ambiguous language for implementation led to more than a decade of delays and resistance by local and state governments. Alexander v. Holmes required "integration now," and less than a year later, thousands of children were attending integrated schools. Hustwit traces the progression of the Alexander case to show how grassroots activists in Mississippi operated hand in glove with lawyers and judges involved in the litigation. By combining a narrative of the larger legal battle surrounding the case and the story of the local activists who pressed for change, Hustwit offers an innovative, well-researched account of a definitive legal decision that reaches from the cotton fields of Holmes County to the chambers of the Supreme Court in Washington.

The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States. Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.

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This book provides a comprehensive analysis of Lithuanian foreign policy by employing the theory of small states and the agent-perspective to assess how President Dalia Grybauskaitė impacted Lithuanian foreign policy in 2009–2019 and which, in turn, could affect changes in international structures. The book is based on original interviews with Grybauskaitė and all her foreign policy advisors, as well as other Lithuanian diplomats and Ministers of Foreign Affairs. In addition to providing an important case study of Lithuanian foreign policy, this monograph also discusses the impact an agent formulating and executing small-state foreign policy may have on the ‘grand structures’ of international relations, such as the EU and NATO. For its investigation of the mutual relationship between agent and structure, this monograph draws on the literature on foreign policy analysis (FPA) and asks questions about the extent to which a particular leader of foreign policy may determine a specific policy decision or outcome. This book will be of particular interest to students of the Baltic region and Russia-Baltic relations, as well as to political scientists and researchers interested in FPA literature, and small-state security.