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.
Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.