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The History of the Texas Constitutions

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The History of the Texas Constitutions

The unique history of Texas as an entity and its constitutions that have evolved through a series of amendments to create Texas that we know today distinguishes Texas substantially from other states. A Constitution contains a set of essential principles or established precedents that directs how a state or other organization is governed (Sajó & Uitz, 2017). The state of Texas has passed through numerous iterations since 1824. Texas was considered a part of the United States of Mexico between 1824 and 1876, an autonomous republic, a state within the United States of America, and the Confederate States of America (Gantt, 2021). Therefore, Texas constitutions encompass all the documents that legally facilitated the establishment of the entity of Texas, outlined its people’s rights and responsibilities, and explained the domain and powers of the government. Texas constitutions, therefore, are all the constitutions that were drafted and promulgated from 1824, leading to its current Constitution of 1876. The current Texas Constitution is the seventh Constitution which has been preceded by six more constitutions between 1824 and 1876, with distinct differences as a result of amendments and redrafting to meet the different political ideologies and assure proper governance. At least 507 amendments have been made to the Constitution of Texas of 1876 to adequately address the changing needs of its people as well as ensure to facilitate effective and proper governance (Gantt, 2021).  

Federal Constitution of the United Mexican States (1824)

The Mexican federal Constitution of 1824 was the first governing document that led to Texas’ constitutional government. It was the Mexican republic’s first constitution after the Mexican War leading to its independence from Spain. To some extent, this constitution was patterned after the US Constitution but with more resemblance to the Spanish Constitution of 1812 (Schofield, 2019). Some of the key components of the Mexican federal Constitution of 1824 include making Congress the final interpreter of the Constitution, making the Catholic religion the state faith, and marshaling public treasury support for the church. In the Constitution, the state legislative bodies elect the president and the vice president for four-year terms, and the Congress’ lower house could elect if there was a lack of majority or there is a tie (Atilano, 2021).

Furthermore, Congress was comprised of two houses and required to convene annual meetings from 1st January to 15th April. The Supreme Court and other department and district superior courts held judicial power. The Supreme Court has 11 judges and the attorney general but the Constitution did not attempt to define the confederacy’s state rights (Rojas, 2020). Other important stipulations in the Mexican federal Constitution of 1824 include the selection of senators by their respective state legislators for four-year terms. Therefore, the Constitution of 1824 was a republican Constitution that came at a point where the Mexican people had limited or no previous self-government experiences. As such, it set several democratic goals and established a federal republic comprising of the Mexican federal district, four territories, and 19 states (Rojas, 2020). The Mexican federal Constitution of 1824 was drafted to help govern the Mexican people after the exodus of the Spaniards. Besides, the Mexican Republic Constitution of 1824 had a provision that each of its 19 states should frame its Constitution, resulting in the drafting of the Coahuila and Texas Constitution.

Constitution of Coahuila and Texas (1827)

The state of Coahuila and Texas was formed from the combination of Coahuila state and the previous Spanish province of Texas. As such, the legislature of the resulting state was planned at Saltillo in August 1824 with Texas being represented by Baron de Bastrop (Haynes, 2017). The framing of the Constitution of Coahuila and Texas two years and was published on March 11, 1827. Therefore, the Constitution of Coahuila and Texas 1827 divided the state into three departments with Texas being one of the departments, represented as the District of Bexar. The Constitution also declared Catholicism as the state religion; assured citizens liberty, equality, security, and property; and forbade slavery and its import six months after the Constitution is promulgated (Haynes, 2017). Besides, citizenship was defined in the Constitution and its penalization was outlined. Popular vote elected twelve deputies as the unicameral legislature who represented the legislative power, and as such, Texas had two deputies. Other than their legislative functions, this body had sweeping powers as could elect officials if a majority was not met during regular voting, regulate militia and the army, and act as a grand jury on issues relating to election and politics (Gantt, 2021). Another key attribute of the Constitution of Coahuila and Texas 1827 was its mandate to protect the freedom of the press and promote education.

Within the Constitution, the governor and his deputy were elected by popular vote to serve four-year terms. The elected governor was empowered to grant pardons, make legislative recommendations, lead the state militia, and ensure the laws were obeyed. Similarly, the vice governor’s role was to serve as the overall police chief to oversee the departmental chief of police appointed by the governor and also preside of the council (Gantt, 2021). Other notable stipulations of the Constitution include the state courts holding judicial authority. However, the courts were not allowed to interpret the law rather just try cases such that violations were by a judge without a jury. This, therefore, meant that the Constitution’s promise for a trial by jury was never established. Furthermore, the promotion of education via setting up the school system was never accomplished. The few Anglo-Texans could not read the laws that were mainly published in Spanish. These issues with the Constitution of Coahuila and Texas 1827 led to widespread resistance to the government under this document, prompting new proposals by the Convention of 1833 to establish the state of Texas separate from Coahuila (Gantt, 2021).

Constitution of the Republic of Texas (1836)

In the middle of Texas, the 1836 Convention of fifty-nine delegates decided to hastily draft a Constitution for the new Republic of Texas which was ratified by the republic’s people via a vote. Considering the short time available for drafting, the Constitution that was drafted incorporated most US Constitution’s sections as well as Mexican law (Howell & Swanlund, 2017). The document is a resultant of the persistent threat of attack by Mexican cavalry. As such, the Constitution of the Republic of Texas of 1836 was drafted by combining portions of the US Constitution and from other modern state Constitutions. The new document was easy to read since it used popular words and phrases of older American constitutions. Common American features such as the three government branches (executive, legislature, and judicial); citizenship, “with the descendants of Africans and Indians”; checks and balances; male suffrage; bill of rights; and amendment methods (Acosta & Winegarten, 2021). Furthermore, the new document’s executive provision was similar to the American presidency, and the four-level judiciary system which comprised justice, county, district, and supreme courts. Evidently, the provisions in the Republic of Texas’ constitution were influenced by the Jacksonian ideas present in the states from which most of the delegates came. For instance, 14 of the delegates came from Tennessee. Annual elections were mandated, and office terms were shortened, ranging from representatives’ one-year terms to judges’ four-year terms. Similarly, some provisions were adopted from Spanish-Mexican law such as homestead protections and exemptions, community property, debt relief (Howell & Swanlund, 2017). Other notable laws include provisions that protect the rights of individuals in the republic’s unoccupied lands. Besides, the document incorporate the common law of England that facilitated handling of all criminal cases. This allowed Anglo-American immigrants to adapt well to the institutions of law and government in the Republic of Texas.

Constitution of Texas (1845)

This is considered by Constitutional scholars as one of the best-drafted state constitutions. Texas became extra careful when drafting its first state Constitution, resulting in the Constitution of 1845 that outlined Texas law in a clear and simple approach. This Constitution facilitated the establishment of the government of Texas as a state in the US. The Convention members of 1845 who framed the Constitution of Texas referred heavily to the Constitution of Louisiana and partly on the document drafted by the Convention of 1833 to promote a general plan of government and bill of rights (Gantt, 2021). The legislative department of the Constitution of Texas of 1845 was composed of 19-33 senators serving four-year terms and 45-90 House of Representatives serving two-year terms. Similarly, the constitution stipulated a two-year term for the governor with no more than four years in office in any period of six years. The governor was empowered to appoint the secretary of state, attorney general, and judges of supreme and district court, and confirmed by the senate (Morrow, 2020). The legislature was responsible for electing government officials including the controller and treasurer through biennial elections. Another notable change was that gospel ministers were rendered ineligible to hold legislative offices. The constitution further reassured homestead protection, community property recognition, and promotion of education. Amendments to the constitution would be proposed and ratified by a two-thirds vote of each house. As such, only one amendment providing for state official elections was ever made on the constitution of 1845.

Constitution of Texas (1861)

The constitution was drafted after Texas seceded from the Union in an attempt by the Convention delegates to transfer the statehood of Texas from UAS to the Confederate States of America. There were very few changes to the 1845 constitution, which include changing references from the United States of America to the Confederate States of America. The Constitution of 1861 also included a provision to mandate the state elected officials to ascertain their loyalty to the Confederate States of America through an oath (Gantt, 2021). As such, the new constitution was considered a conservative document that meant to mitigate fears of secessionists’ radical nature as well as smoothen Texas’ transition into the Confederacy. Besides, despite the new document’s elimination of the provision clause for slave emancipation, the secession movement ensured it did not legalize the resumption of the African slave trade.

The Constitution of Texas (1866)

The Constitution of 1866 resulted from the amendments made by the Convention of 1866 to the fundamental law, in addition to other actions relating to the presidential reconstruction. The proposed amendments were ratified via an election. The Constitution of Texas 1866 was amended with the move to allow Texas to rejoin the United States. Several changes were introduced in the new document including declaring the Decree of Secession null and void, acceptance to abolish slavery, provision of some civil rights to freedmen, renounce all war debt (Gantt, 2021). Furthermore, the governor terms were increased to 4 years, with at most 8 years of services in any 12 years. The governor was empowered to veto appropriations. Legislatures were mandated to be white men who must have lived in Texas for more than five years. Matters of education were also affected where black children would attend separate schools.

Constitution of Texas (1869)

The constitutional Convention of 1868-69 convened under the supports of Congressional Reconstruction Acts of 1867 but could not successfully complete a constitution. As such, the federal military officers ordered the work of the Convention to be gathered and published, resulting in the Constitution of 1869 which was accepted by the voters (Thompson, 2019). The new document’s bill of rights was a reflection of the intention of its framers on condemning secession and nullification. Furthermore, the United States Constitution was declared the supreme law. Issues such as slavery were prohibited in the Constitution of Texas of 1869 and it also recognized equality for all people. Other alterations include the setting of the House of Representatives and Senators to ninety members and thirty respectively. The terms of Senators were increased to six years. The fact that the 1869 Constitution was formulated in haste and under pressure from Washington, prompted much controversy among Texan political and social factions which also led to the disputing of the document’s legitimacy (Thompson, 2019).

Constitution of Texas (1876)

The Constitution of 1876 was written when Congress of 1873 was mainly controlled by Texan Democrats who decided Texas need a new Constitution (Gantt, 2021). The drafters of the Constitution of 1876 ensured that it generally reflected the public opinion unlike the Constitution of 1869, thus remaining in force. Therefore, the 1875 Constitutional Convention assembled in Austin replaced the 1869 Constitution with the notion that the new constitution had to hand power back to the people by restricting the state government. Some of the restrictions on the state government include creating a plural executive, the need for a balanced budget, the election of state judges by the people, and ratification of amendments to the people’s vote. Since its ratification, the 1876 Constitution has undergone a series of amendments leading to the addition of 216 new sections, removal of 66 original sections, and removal of 51 added sections (Gantt, 2021). Therefore, the current Texas constitution structure is considered Preamble, with 17 articles and 491 amendments, but unlike the US Constitution, it does not contain a ‘necessary and proper clause which renders it one of the longest state constitutions in America after Alabama’s constitution (Gantt, 2021).

The evolution of Texas Constitutions was affected by different political ideologies from the dominance of political parties during the framing of the different constitutions. For instance, Democrats are considered liberals while Republicans are conservatives, and as such, their respective dominance means Congress will be inclined to make provisions that are aligned with the ideologies of the ruling political party, which determines the accepted by the electorate (White et al., 2017). Texas is believed to have experienced Democratic dominance from 1848 t0 1960. From after Reconstruction, Texas politics were dominated by the Democratic Party until the 1990s. It is apparent that Texas voted for the presidential Democratic candidate in every election from 1848 until the victory of Dwight D. Eisenhower in 1952 except in the 1928 election. Considering the fact that Democrats were pro-slavery pre-Civil War and Abolitionists, they influenced changes in the Texas Constitutions that include amendments that create provisions such as poll tax and white primaries that led to the disenfranchisement of Latinos, blacks, and poor whites. Evidently, Texas Democrats were divided as partly liberal, partly conservative, and moderate, meaning Republicans could easy dominate Texas politics easily especially towards 1960. For instance, the Republican strength increased in the early 1960s.

The division of Democrats on the support for the civil rights movement is evident from the fact that that outside of the South supported the movement while those in the South opposed it. With the passage of the Civil Rights Act 1964 and Voting Rights of 1965, the southern white electorate started to support the Republican Party. As such, the prominence of the Republican Party has grown since the 1960s, and it became the dominant political party in Texas by the 1990s (Huerta, J. C., & Cuartas, 2021). Since then, Texas has remained a majority Republican state to the present, rendering it a more conservative state than it is liberal.

References

Acosta, T. P., & Winegarten, R. (2021). Chapter Three. From the Republic of Texas to 1900. In Las Tejanas (pp. 45-69). Austin, TX: University of Texas Press.

Atilano, T. I. (2021). The Status of International Law in the Mexican Constitution. In International Criminal Law in Mexico (pp. 49-69). TMC Asser Press, The Hague.

Gantt, F. (2021). 2 The Development of the Executive Article in Texas Constitutions. In The Chief Executive In Texas (pp. 15-39). Austin, TX: University of Texas Press.

Gantt, F. (2021). 9 The Governor and the Legislature: Special Sessions. In The Chief Executive In Texas (pp. 220-234). Austin, TX: University of Texas Press.

Haynes, S. W. (2017). Proceedings of the Constituent Congress of Coahuila and Texas, 1824-1827: Only Bilingual Constitution.

Howell, K. W., & Swanlund, C. (Eds.). (2017). Single Star of the West: The Republic of Texas, 1836-1845. Denton, TX: University of North Texas Press.

Huerta, J. C., & Cuartas, B. (2021). Red to Purple? Changing Demographics and Party Change in Texas. Social Science Quarterly, 102(4), 1330-1348.

Morrow, J. (2020). There Is Only One Texas Constitution.

Rojas, D. B. (2020). Mexico (Mexican United States). In The Forum of Federations Handbook of Federal Countries 2020 (pp. 215-225). Palgrave Macmillan, Cham.

Sajó, A., & Uitz, R. (2017). The constitution of freedom: An introduction to legal constitutionalism. Oxford, UK: Oxford university press.

Schofield, P. (2019). Jeremy Bentham and the Spanish Constitution of 1812. Happiness and Utility: Essays Presented to Frederick Rosen, 40.

Thompson, T. L. (2019). Representations of Texas Indians in Texas Myth and Memory: 1869-1936 (Doctoral dissertation).

White, K., Grossman, D., Stevenson, A. J., Hopkins, K., & Potter, J. E. (2017). Does information about abortion safety affect Texas voters’ opinions about restrictive laws? A randomized study. Contraception, 96(6), 381-387.

Racism in Education Field

Racism in Education Field

Student’s Name

Institution

Racism in Education Field

How are cultism, peer pressure, corruption and nepotism realities in the education sector differ from racism realities in the education field? It is an inquisitive question that lingers in many people mind and may take longer to come up with the correct facts. There arise distinct differences between the target realities which include cultism, peer pressure, corruption as well as nepotism and the non-target truth, racism in the learning institutions. In many instances, racism is subtle as is precise and challenging to describe compared to the other realities that are significant points of focus when it comes to unethical values in the education forum. The Africa-Americans, Asians and the minority groups in the United States community become the most affected victims when it comes to issues regarding racism. The humiliating reality does not only affect the students but it also significantly impacts the tutors as well as the community at large (Troyna & Williams 2012). In the discussion below, racism reality in the education sector is explained into a profound extent as well as its juxtaposition with the peer pressure, corruption, nepotism, and cultism realities in the same field.

The education sphere is enormous as it involves all the members of the community starting from the students, teachers, parents and guardians, the government as well as the public. At long last, the skills and knowledge acquired by the learners will not only be used for individual benefits but will also be essential in community development and enhancement of social-economic as well as political stability. All of the members mentioned above can be a victim of unethical reality either directly or indirectly, and it significantly hurts. Many refer to racism in the learning institution as unintentional or an unconscious deed that the participant commits unaware (Leonardo, 2013). However, to a to an extreme extent I tend to disagree with it as everyone in the field tends to have cognition hence end up determining the demoralized act through ignorance.

The racial reality has negatively impacted the society as the victims either end up as failures or performing less than their capability. It is a significant source of the achievement gap that hinders many from going for their potential goals at the millennium age. Let us take an example of a black student who is discouraged by her professor who teaches her mathematics that she is not capable of achieving better grades as her white counterparts in the subject. The student will feel inferior as well as have a fear of approaching that particular tutor when she comes to a challenging point when studying the issue and at the end, the manifested failure comes into reality. Why discriminate others while one does not know the potential capability of the other person? Racism reality in school may not be directly portrayed. For example, the tutor may be avoiding to ask the black and minority group student questions assuming that they do not know the answer. Another instance may be the case of tutors knowing the names of all white pupils in a class while he or she does not have the interest of identifying the black and other minority students in the same category. Such a tutor will only be bothered by the success and whereabouts of the whites leaving aside the others to incur low performance in the related course (Ladson-Billings & Tate 2016).

How are the target realities faced in the education sector in the nation? It is inquisitive that the government and the community at significant tries to find the practical solutions now and then. Peer pressure, corruption, nepotism, and cultism are the everyday realities that are faced in the learning institutions where in some sound measures have been put in place while the others are yet. These realities are contradictory with racism in various ways. At first, the target realities are inclusive of all the people involved in the sector sphere which is not the case with racism which only touches the minority and isolated groups to a broad extent. For instance, cultism consists in being a member of a devoted group, and this can be inclusive of every student whether white, black, Asian or from the minority group. Cultism leads to the involvement of the young people to immoral vices such as alcoholism, rape, early sexual activities, burglary and exposure to abuse of illegal substances. It is a direct influence which the participant has to choose of whether taking the oath or not getting involved with the group’s activities. Cultism misconduct depends on the individual cognition, and the case is the same when it comes to peer pressure, nepotism and corruption activities (Harper 2012). Therefore, the contrast between them and racism is vibrant as with racism the victim has no chance to choose as the person is segregated with regards to the skin color, ethnicity or the social status.

When one dictates racism to a victim, it is inevitable for the casualty to reject as it is unintentional and nothing more can be done. For instance, take the example of the act of the government paying the Africa-American, Asian and minority group tutors lower salaries than other white teachers with the same qualification level. It is disgusting and discouraging but nothing can be done out of the fear of being regarded as a troublemaker, and the result will be an act of getting fired. According to the research, the Africa-American, Asian and minority group tutors only takes around ten percent of the tutors in the nation. Therefore, they do not have the majority force in the education sector that may be effective to fight for their equal rights. The best option remains to be keeping silence and secure the job opportunity than talking and getting dismissed. When it comes to the other realities in the education field such as corruption and nepotism, it is evident that the teaching staff of the particular institution join hands, demonstrate and efficiently pass their views to the government agents for significant actions to be put in place in settle the issues.

Who will be the advocate to fight for the rights of the Africa-American, Asian and minority groups in the nation? As seen above the racism reality significantly affects the marginalized group tutors as they incur act of underpayment which is against their will. However, the case is not different in the learning institutions like the black and marginalized groups do not have the freedom of airing their views to the teachers and other institution leaders. The number of African-American and other minority groups students being suspended from schools is high than that of the white students in the same institutions (Grubb & Leonardo 2013). It has been revealed that probability of a white student being dismissed regardless of the fault is three times less than the possibility of a black or minority student being suspended.

For instance, consider the example of the white student who was a witness of a racism reality involving the head of school, a group of white students and a group of black students in the same institution. The principal on his regular duties came across the group of white girls walking along the hallway during the class time, but she alters that they are not supposed to be loitering around at that time. They were left to go on with their concerns with the intervention that they had performed well with high-grade point aggregates. At the same time after walking for a distance, the principal spotted the group of black boys loitering around the dormitories, and they were shattered and ordered to go back to the class immediately. The White student was touched by the principal’s act of racism claiming that there was a possibility of the black boys having higher grade point aggregate than hers. The African-American boys could not argue with the tutor as the next step could be their dismissal from the learning institution. It is a relevant example of how the minority groups and blacks are forced to swallow the painful deeds of racisms in the education sector with no response as well as efforts to fight for equity.

When it comes to the other realities, all the students regardless of their ethnicity has the right and capability of airing their views and making decisions. Taking an example of corrupt school staff, the students, in general, will be considerate in gaining a sound conclusion which can be reporting the case to the institution’s head or another leader. In the fact of peer pressure, ethnicity is not a fierce vice as when it comes to joining the specific group and making them friends is a personal decision whether white, black or belong to the minority group. Therefore, the issues regarding racism are sensitive and a threat to the well-being of significant components of the education field as its root have been dug deep in the society leaving the victims helpless. The participants need to understand that it is by nature and not a personal choice to choose which ethnicity that one belongs to as well as the social status as it will significantly influence them to stop the mischievous conducts or segregation (Gillborn 2016).

Many learning institutions as well as other education-related perpetuates the racist ideology and becomes a threat to their performance and development in general. Integrity differs from one individual to the regarding personal cognition, but the differences are not determined by the race or the social status that one belongs to. It is evident that a significant number of students who performs better in the nation are from the needy families as well as the Africa-Americans and the Asians. This signifies that with conducive learning environment all the students are capable of performing better to their capability levels. Also, when it comes to the tutors and other members of education forum from the black and minority groups their performance is pleasing as in consideration of their experience and skills level, they are capable of delivering services to the same extent as their white counterparts. Therefore, it is depicted that all people are equal and are capable of achieving their goals if postulated to the conducive environments free from the racism that degrades personality as well as demoralizing the victims from putting extra efforts in the involved field.

In alleviating racism as a worker in the education sector, various methods such as educating the teaching staff on the ways to avoid unintended racism, teach students on equity ideologies as well as seeking government’s intervention in improving the salary of the black and minority group teachers as well as their working conditions will be applied. In educating the tutors about racism avoidance techniques, I will put into consideration the three principles which include rigor, relationships and relevance. To start with is relationships. It is an essential element in determining the performance of both the students and the teacher. As a tutor relate friendly with all the students in such a way that they are free to approach and participate in the class sessions. Do not justify or ignore any student regardless of the ethnicity as it will bring embarrassment and later affect the overall performance of the particular student. Also, it is vital to incur some fear to the students in such a way that they will adhere to the instructions given and they will not hesitate to do assignments as well as participating in class (Flintoff et al. 2015). Discipline is a critical factor in their performance, and it is employed to them through punishment as well as guidance and counselling.

The other element vital in teaching is relevance. As a tutor use relevance examples in class and avoid the use of the ones that portray racial segregation and diversity. Significance also enhances better understanding of the point put in place by the students, and they significantly stick in their minds. Furthermore, rigor is an important aspect that depicts that a teacher should demand a lot from himself or herself as he or she requires from the students. If the students fail, their tutor is also at an equal extent part of the failure. Therefore, it is the urge of the teachers to avoid racism as well as other vices that may lead diversity among the students in the class. For instance, group discussion works well towards students’ performance, and with cohesion, in the class, all of them will be active improving the results. Also, tutors should get into close contact with the parents and guardians so that they are capable of informing them about their children’s performance, for instance through phone calls.

Teaching students the ideologies regarding racism is the next step to take in eradicating the reality in education forum. The subjects regarding human ethnicity and equality should be put as general focusses in learning institutions. Tutors have to be significantly used in spreading the importance cohesion and unity among the students regardless the racial bias. The other pace involves seeking government’s intervention in improving the teachers working conditions as well as enhancing their salaries. The government should strengthen equity when it comes to the payment of the teaching staff whether one is white or belongs to the African-American and other minority groups. Salary is the motivation and reward after work hence its increment will improve the tutor’s incentive as well as performance. Finally, the government should ensure that there is a conducive learning environment in the nation regarding the students’ hygiene and security measures. Also, the number of teachers per school should be significant in consideration of the population (Capper 2015).

As discussed above, it is evident that racism is there in the education field and it is much sense that the peer pressure, corruption, nepotism, and cultism realities. Therefore, it is not the government’s role to eradicate this diminishing vice but every community member responsibility as it significantly affects the whole society. In consideration of the discussed techniques of alleviating racism, the reality will be curbed and brought to an end in the nation.

References

Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to eliminate racism. Educational Administration Quarterly, 51(5), 791-833.

Flintoff, A., Dowling, F., & Fitzgerald, H. (2015). Working through whiteness, race and (anti) racism in physical education teacher education. Physical Education and Sport Pedagogy, 20(5), 559-570.

Gillborn, D. (2016). Critical Race Theory beyond North America: Towards a Trans-Atlantic Dialogue on Racism and Antiracism in Educational Theory and Praxis. In Critical race theory in education (pp. 97-122). Routledge.

Grubb, W. N., & Leonardo, Z. (2013). Education and racism: A primer on issues and dilemmas. Routledge.

Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29.

Ladson-Billings, G., & Tate IV, W. F. (2016). Toward a critical race theory of education. In Critical race theory in education (pp. 21-41). Routledge.

Leonardo, Z. (2013). Race frameworks: A multidimensional theory of racism and education. Teachers College Press.

Troyna, B., & Williams, J. (2012). Racism, education and the state. Taylor & Francis.

Dealing with the Homeless

Dealing with the Homeless

Student’s Name

Institution of Affiliation

Date

Most people assume that the homeless people are a threat to their security, and thus, they don’t like seeing homeless individuals across their property. No one likes to be homeless, but certain unavoidable circumstances play a key role in making lots of people homeless. On the other hand, every individual has the right to protect their properties from harm. Since it is against the law to take matters in own’s hand, people prefer to alert the police to report suspicious activity. In most cases, homeless people have been used to commit crimes, and therefore, there is every reason to be suspected. As a police officer, I have a right to protect people’s property while at the same time ensuring their security. Despite the fact that the homeless person does not bother anyone, they are cause of nuisance in the private property, and need to be vacate from the premises. Based on this, I would reassure the tenant that no harm will come their way while I take the homeless man to the police station for further questioning.

Taking the homeless individual to the police station will not solve their current homeless situation. Therefore, I need to make reservations to ensure that they find a secure and comfortable place to sleep. There are numerous homeless shelters in the United States which such people are provided with temporary residence. These shelters exist to provide the homeless with safety and protection from exposure to weather and harmful individuals. Also, there are community health centers that offer health care for the homeless programs. In these health centers, I can take the homeless person for a check-up while they are temporary accommodated as they seek to reconnect with their families. Also, I can contact the Continuum of Care (CoC), a program that offers front door services to take care of the homeless person. When doing all the][-se, it is important to maintain the confidentiality of the homeless person to avoid shaming them, as it is not their fault for being homeless. Confidential information should be maintained.