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Making the Unequal MetropolisSchool Desegregation and Its Limits$
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Ansley T. Erickson

Print publication date: 2016

Print ISBN-13: 9780226025254

Published to Chicago Scholarship Online: September 2016

DOI: 10.7208/chicago/9780226025391.001.0001

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Introduction

Introduction

Chapter:
(p.1) Introduction
Source:
Making the Unequal Metropolis
Author(s):

Ansley T. Erickson

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226025391.003.0001

In Nashville, blunt inequalities in schooling during segregation gave way to more subtle but still pervasive inequalities of experience and outcome that characterized the era of desegregation. Understanding these inequalities requires thinking of schooling in relationship to the basic political and economic forces at work in the city and metropolis. In the context of metropolitan consolidation and pressures for economic growth, local, state, and federal actors helped make and remake educational inequality in three modes: the spatial organization of schooling, the curricular organization of schooling, and popular and legal narratives about inequality. The privileging of white students, families, and communities, and the neglect or harm of black students, families, and communities shifted form but persisted from segregation through desegregation.

Keywords:   education, inequality, segregation, desegregation, metropolitan consolidation, economic growth

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