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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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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021



(p.1) Introduction
Making the Unequal Metropolis

Ansley T. Erickson

University of Chicago Press

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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