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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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The Curricular Organization of Segregated Schooling

The Curricular Organization of Segregated Schooling

Chapter:
(p.93) Chapter Three The Curricular Organization of Segregated Schooling
Source:
Making the Unequal Metropolis
Author(s):

Ansley T. Erickson

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226025391.003.0004

After desegregation began, Nashville schools continued to make explicit divisions between students by racial category. Powerful if, at times, implicit categorical divisions by race, class, and residence developed in discussions of curriculum, student need, and the preparation of students as future workers. As school policies and practices sorted students, they reduced the vast range of individual variation in need and ability to false simplifications about difference by skin color. Thus the curricular organization of schooling became a powerful venue for the making of segregation and educational inequality. In these years Nashville’s district leadership also adopted the comprehensive high school model. Linking ideas of difference and curricular need to economic growth agendas, the comprehensive high school became the chief venue in which older students experienced desegregation.

Keywords:   segregation, curriculum, difference, vocational education, compensatory education, economic growth, comprehensive high school

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