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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 Spatial Organization of Schooling and Urban Renewal

The Spatial Organization of Schooling and Urban Renewal

Chapter:
(p.120) Chapter Four The Spatial Organization of Schooling and Urban Renewal
Source:
Making the Unequal Metropolis
Author(s):

Ansley T. Erickson

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226025391.003.0005

Many lines of division and inequality split Nashville’s consolidated metropolis. Local and federal choices about school location, new highways, and urban renewal projects all involved demarcating the metropolitan landscape into (typically racialized white and suburban) zones of privilege, and (typically racialized black and urban) zones of neglect, displacement, or appropriation. Consolidation helped facilitate a wave of new school construction, emphasizing the suburbs as the right space for schools and entrenching segregation. Meanwhile ongoing and new urban renewal projects, alongside the construction of three interstate highways that met in Nashville, produced a period of extraordinary spatial disruption and intensified segregation in city neighborhoods. These transformations in metropolitan space helped shape the multiple inequalities black Nashville residents faced and built the landscape across which the desegregation’s buses would soon roll.

Keywords:   school construction, segregation, space, urban renewal, suburbs, desegregation, inequality, highways

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