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This book discusses desegregation as a community decision, focusing on case studies from the 1960s. Crain uses comparative techniques based on fifteen northern and southern cities. The author seeks a "total" explanation for the decision to desegregate by determining its proximate causes and locating the roots of the decision in the economic, social, and political structure of the community. This work represents the first attempt to conduct a genuinely scientific analysis of the political process by which school systems were desegregated in this period.Robert L. Crain documents the way in which eight non-southern, big-city school systems met community demands to reduce segregation. Reactions varied from immediate compliance to months and years of stubborn resistance, some cities maintaining good relations with civil rights leaders and others becoming battlegrounds. Differences in these reactions are explained and focus is brought to desegregation in the South New Orleans in particular. The situation there is contrasted with six peacefully desegregated southern cities as well as the attitude of its powerful economic elite. The concluding part of the book is a general consideration of the civil rights movement in the cities studied, and the author considers the implications of his findings, both for the future of school desegregation and for studies of community politics.Employing comparative techniques and concentrating upon the outputs of political systems, this is a highly innovative contribution to the study of community power structures and their relationship to educational systems. It remains an effective supplement to courses in sociology, political science, and education, as well as an important source of data for everyone concerned with the history of efforts for national integration.
During the civil rights movement, epic battles for justice were fought in the streets, at lunch counters, and in the classrooms of the American South. Just as many battles were waged, however, in the hearts and minds of ordinary white southerners whose world became unrecognizable to them. Jason Sokol’s vivid and unprecedented account of white southerners’ attitudes and actions, related in their own words, reveals in a new light the contradictory mixture of stubborn resistance and pragmatic acceptance–as well as the startling and unexpected personal transformations–with which they greeted the enforcement of legal equality.
This in-depth account of the rise and decline of the Citizens' Councils of America details the organization's role in the massive resistance to school desegregation in the South following the 1954 Brown vs. Board of Education decision. Included are a new preface and updated bibliography. "A tour de force of research and narration. . . in highly readable style. [McMillen] . . . seems to have read everything the historical record has to offer on the subject and to have known exactly what to make of it. . . Himself squarely on the side of the future, he is sensitive to the anguish that prompted the hysteria of the misguided racist. . . . By any test, a masterful study." -- Journal of Southern History "Takes seriously the people who made the movement, when ridicule and caricature would have been an easier analytical technique. Solidly researched and well written. . . an intriguing story." -- Augustus M. Burns, Social Studies
Charter schools have been promoted as an equitable and innovative solution to the problems plaguing urban schools. Advocates claim that charter schools benefit working-class students of color by offering them access to a "portfolio" of school choices. In Charter Schools, Race, and Urban Space, Kristen Buras presents a very different account. Her case study of New Orleans—where veteran teachers were fired en masse and the nation's first all-charter school district was developed—shows that such reform is less about the needs of racially oppressed communities and more about the production of an urban space economy in which white entrepreneurs capitalize on black children and neighborhoods. In this revealing book, Buras draws on critical theories of race, political economy, and space, as well as a decade of research on the ground to expose the criminal dispossession of black teachers and students who have contributed to New Orleans' culture and history. Mapping federal, state, and local policy networks, she shows how the city's landscape has been reshaped by a strategic venture to privatize public education. She likewise chronicles grassroots efforts to defend historic schools and neighborhoods against this assault, revealing a commitment to equity and place and articulating a vision of change that is sure to inspire heated debate among communities nationwide.