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Northern whites in the post–World War II era began to support the principle of civil rights, so why did many of them continue to oppose racial integration in their communities? Challenging conventional wisdom about the growth, prosperity, and racial exclusivity of American suburbs, David M. P. Freund argues that previous attempts to answer this question have overlooked a change in the racial thinking of whites and the role of suburban politics in effecting this change. In Colored Property, he shows how federal intervention spurred a dramatic shift in the language and logic of residential exclusion—away from invocations of a mythical racial hierarchy and toward talk of markets, property, and citizenship. Freund begins his exploration by tracing the emergence of a powerful public-private alliance that facilitated postwar suburban growth across the nation with federal programs that significantly favored whites. Then, showing how this national story played out in metropolitan Detroit, he visits zoning board and city council meetings, details the efforts of neighborhood “property improvement” associations, and reconstructs battles over race and housing to demonstrate how whites learned to view discrimination not as an act of racism but as a legitimate response to the needs of the market. Illuminating government’s powerful yet still-hidden role in the segregation of U.S. cities, Colored Property presents a dramatic new vision of metropolitan growth, segregation, and white identity in modern America.
In the decades following World War II, professional city planners in Detroit made a concerted effort to halt the city's physical and economic decline. Their successes included an award-winning master plan, a number of laudable redevelopment projects, and exemplary planning leadership in the city and the nation. Yet despite their efforts, Detroit was rapidly transforming into a notorious symbol of urban decay. In Redevelopment and Race: Planning a Finer City in Postwar Detroit, June Manning Thomas takes a look at what went wrong, demonstrating how and why government programs were ineffective and even destructive to community needs. In confronting issues like housing shortages, blight in older areas, and changing economic conditions, Detroit's city planners worked during the urban renewal era without much consideration for low-income and African American residents, and their efforts to stabilize racially mixed neighborhoods faltered as well. Steady declines in industrial prowess and the constant decentralization of white residents counteracted planners' efforts to rebuild the city. Among the issues Thomas discusses in this volume are the harmful impacts of Detroit's highways, the mixed record of urban renewal projects like Lafayette Park, the effects of the 1967 riots on Detroit's ability to plan, the city-building strategies of Coleman Young (the city's first black mayor) and his mayoral successors, and the evolution of Detroit's federally designated Empowerment Zone. Examining the city she knew first as an undergraduate student at Michigan State University and later as a scholar and planner, Thomas ultimately argues for a different approach to traditional planning that places social justice, equity, and community ahead of purely physical and economic objectives. Redevelopment and Race was originally published in 1997 and was given the Paul Davidoff Award from the Association of Collegiate Schools of Planning in 1999. Students and teachers of urban planning will be grateful for this re-release. A new postscript offers insights into changes since 1997.
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
It has been nearly a half century since President Lyndon Johnson declared war on poverty. Back in the 1960s tackling poverty "in place" meant focusing resources in the inner city and in rural areas. The suburbs were seen as home to middle- and upper-class families—affluent commuters and homeowners looking for good schools and safe communities in which to raise their kids. But today's America is a very different place. Poverty is no longer just an urban or rural problem, but increasingly a suburban one as well. In Confronting Suburban Poverty in America, Elizabeth Kneebone and Alan Berube take on the new reality of metropolitan poverty and opportunity in America. After decades in which suburbs added poor residents at a faster pace than cities, the 2000s marked a tipping point. Suburbia is now home to the largest and fastest-growing poor population in the country and more than half of the metropolitan poor. However, the antipoverty infrastructure built over the past several decades does not fit this rapidly changing geography. As Kneebone and Berube cogently demonstrate, the solution no longer fits the problem. The spread of suburban poverty has many causes, including shifts in affordable housing and jobs, population dynamics, immigration, and a struggling economy. The phenomenon raises several daunting challenges, such as the need for more (and better) transportation options, services, and financial resources. But necessity also produces opportunity—in this case, the opportunity to rethink and modernize services, structures, and procedures so that they work in more scaled, cross-cutting, and resource-efficient ways to address widespread need. This book embraces that opportunity. Kneebone and Berube paint a new picture of poverty in America as well as the best ways to combat it. Confronting Suburban Poverty in America offers a series of workable recommendations for public, private, and nonprofit leaders seeking to modernize po
From Aabec in Antrim County to Zutphen in Ottawa County, from Hell to Hooker, Michigan Place Names is a compendium of information on the origins of the state's geographical names. With alphabetically arranged thumb-nail sketches, Walter Romig introduces readers to a host of colorful personalities and episodes which have achieved notoriety, though sometimes shortlived, by devising or lending their names to the state's settlements. Romig spent more than ten years researching and documenting the entries to which he added an extensive bibliography of sources and an index of the personal names used in the text. For the curious, the librarian, the genealogist, or the historian, his book is an indispensable resource. Michigan Place Names is another "Michigan classic" reissued as a Great Lakes Book.
A young college grad buys a house in Detroit for $500 and attempts to restore it—and his new neighborhood—to its original glory in this “deeply felt, sharply observed personal quest to create meaning and community out of the fallen…A standout” (Kirkus Reviews, starred review). Drew Philp, an idealistic college student from a working-class Michigan family, decides to live where he can make a difference. He sets his sights on Detroit, the failed metropolis of abandoned buildings, widespread poverty, and rampant crime. Arriving with no job, no friends, and no money, Philp buys a ramshackle house for five hundred dollars in the east side neighborhood known as Poletown. The roomy Queen Anne he now owns is little more than a clapboard shell on a crumbling brick foundation, missing windows, heat, water, electricity, and a functional roof. A $500 House in Detroit is Philp’s raw and earnest account of rebuilding everything but the frame of his house, nail by nail and room by room. “Philp is a great storyteller…[and his] engrossing” (Booklist) tale is also of a young man finding his footing in the city, the country, and his own generation. We witness his concept of Detroit shift, expand, and evolve as his plan to save the city gives way to a life forged from political meaning, personal connection, and collective purpose. As he assimilates into the community of Detroiters around him, Philp guides readers through the city’s vibrant history and engages in urgent conversations about gentrification, racial tensions, and class warfare. Part social history, part brash generational statement, part comeback story, A $500 House in Detroit “shines [in its depiction of] the ‘radical neighborliness’ of ordinary people in desperate circumstances” (Publishers Weekly). This is an unforgettable, intimate account of the tentative revival of an American city and a glimpse at a new way forward for generations to come.