Literaturnachweis - Detailanzeige
Autor/in | Rushing, Wanda |
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Titel | School Segregation and Its Discontents: Chaos and Community in Post-Civil Rights Memphis |
Quelle | In: Urban Education, 52 (2017) 1, S.3-31 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085915574520 |
Schlagwörter | School Segregation; Civil Rights; Administrator Attitudes; Equal Education; Social Differences; Futures (of Society); Educational Policy; Racial Differences; Social Class; Case Studies; Desegregation Litigation; School Desegregation; Suburbs; Poverty; School Districts; Instructional Leadership; Enrollment Trends; Race; Statistical Analysis; Educational Change; Semi Structured Interviews; Tennessee (Memphis) Bürgerrechte; Grundrechte; Zivilrecht; Sozialer Unterschied; Future; Society; Zukunft; Politics of education; Bildungspolitik; Rassenunterschied; Social classes; Soziale Klasse; Case study; Fallstudie; Case Study; Integrative Schule; Einzugsbereich; Armut; School district; Schulbezirk; Instruction; Leadership; Bildung; Erziehung; Führung; Rasse; Abstammung; Statistische Analyse; Bildungsreform |
Abstract | Few policies have affected American society as deeply as those related to the landmark 1954 U.S. Supreme Court decision, "Brown v. Board of Education." Now, 60 years later, segregation persists along race and class divisions. This case study analysis of a merger that took place between 2010 and 2013 in Memphis and Shelby County, Tennessee, one of the most politically contentious ones undertaken in the post-civil rights era, reveals a great deal about processes that sustain patterns of inequality. A new generation of Memphis leaders gives its perspective on education, social equality, and the future. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |