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In a radically unequal United States, schools are often key sites in which injustice grows. Ansley T. Erickson’s Making the Unequal Metropolis presents a broad, detailed, and damning argument about the inextricable interrelatedness of school policies and the persistence of metropolitan-scale inequality. While many accounts of education in urban and metropolitan contexts describe schools as the victims of forces beyond their control, Erickson shows the many ways that schools have been intertwined with these forces and have in fact—via land-use decisions, curricula, and other tools—helped sustain inequality.
Taking Nashville as her focus, Erickson uncovers the hidden policy choices that have until now been missing from popular and legal narratives of inequality. In her account, inequality emerges not only from individual racism and white communities’ resistance to desegregation, but as the result of long-standing linkages between schooling, property markets, labor markets, and the pursuit of economic growth. By making visible the full scope of the forces invested in and reinforcing inequality, Erickson reveals the complex history of, and broad culpability for, ongoing struggles in our schools.
- Sales Rank: #379569 in Books
- Published on: 2016-04-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 1.40" w x 6.00" l, .0 pounds
- Binding: Hardcover
- 416 pages
Review
“Erickson argues persuasively that schools are significant markers of valued resources (land, high-quality housing and other properties, safety, family-oriented neighborhoods) and serve as proxies for those who possess such resources. . . . She reminds concerned readers, particularly educators and policy-makers, that curative policies and interventions absent an understanding of educational inequality’s historical foundations in slavery and racism are bound only to reinforce current disparities. Additionally, Erickson reveals that attempts at educational equality that are decoupled from integrated fair housing and urban renewal projects will only remake inequality.” (Journal of Children and Poverty)
“Can our schools make us equal? As Erickson reminds us, this ever-present question ignores the historic role of public schools in creating and reinforcing the same disparities that the schools are now called upon to correct. Even as courts ordered racial desegregation, decisions about where to locate schools—and what to teach in them—structured new inequalities across the American urban landscape. Nobody has done more to illuminate these hidden decisions and deceptions than Erickson. And nobody can understand our current educational impasse without reading her meticulous and inspired book.” (Jonathan Zimmerman, New York University)
“Making the Unequal Metropolis achieves that rare balance of deep archival engagement and immediate contemporary relevance. Through this impressive account of postwar Nashville, Erickson makes compelling connections between institutional expressions of white power and the use of schools to preserve the educational, residential, and economic advantages of white people. In their location, curricula, and apparent social benefits, schools helped those in power selectively encourage economic investment and divide the haves from the have-nots. Even well-meaning reforms meant to ensure growth or desegregation could advance new forms of white power and privilege if schools remained under the control of those more concerned with order than justice. Segregation, we learn yet again, is no accident, inequality no forgone conclusion. But unlike other authors, Erickson issues a powerful and useful charge for understanding and undoing both: pay attention to our schools.” (N. D. B. Connolly, author of A World More Concrete)
“This revealing book is important for its resonant history of school desegregation, for its spatial imagination, for its account of the modern South, and for the bright light it shines on crucial mechanisms of inequality. Researched at depth and written with felicity, Making the Unequal Metropolis sharpens understanding as it explores fundamental fault lines in the American experience.” (Ira I. Katznelson, author of Fear Itself: The New Deal and the Origins of Our Time)
“This powerful history of four decades of school desegregation in Nashville demonstrates how federal and municipal policies consistently reproduced racial inequality across the metropolitan landscape and inside the classrooms of one of the nation’s most successful ‘statistically desegregated’ districts during the era of court-ordered busing. In Erickson’s sobering assessment, Nashville’s white leadership and educational system always favored economic growth over racial equality, white suburbs over urban neighborhoods, and market logics over democracy and full citizenship.” (Matthew Lassiter author of The Silent Majority: Suburban Politics in the Sunbelt South)
About the Author
Ansley T. Erickson is assistant professor of history and education at Teachers College, Columbia University. She lives in New York.
Most helpful customer reviews
6 of 6 people found the following review helpful.
Exhaustively researched, beautifully written: A must-read book for understanding educational inequality in American cities
By Barry
In this in-depth look at public education in Nashville, Tennessee, spanning almost five decades, Ansley Erickson examines how educational inequalities were originally made -- and as she aptly puts it -- "remade" across many decades to purposely maintain the (unequal) status quo.
How do we understand schools? Do we understand them as separate institutions divorced from their surroundings? And most relevantly for this book, do we examine educational inequality -- historically and contemporarily -- as being caused only by discrimination, racism, and/or singular policy decisions? We know that schools cannot be separated from their communities, and Erickson helps us understand that the roots of educational inequality are very deeply enmeshed not just due to (very real, significant, and wide-ranging) discrimination and racial resistance, but economic, social, and political issues in cities. Many books have sought to understand the reasons for continued educational inequality, but few have done so in ways that Erickson has that speaks to the complexity and interrelatedness of schools with every sector of the cities in which they sit.
For example, her novel use of space and spatial analysis in terms of how Nashville was purposely "drawn" up in terms of city planning and organizational design to encourage segregation -- and then maintain it in later decades following court orders -- is important in understanding not just segregated schools, but educational inequality writ large. In some respects, she uses Nashville as a proxy for cities all across the U.S.; while Nashville certainly possesses unique qualities (one of them, as Erickson optimistically and notably shows, was how it was an outlier in terms of successfully integrating schools for a finite period of time), Nashville's struggle for educational equity parallels the struggles of most other U.S. cities.
For a book that that is so thoroughly researched and so robust in its analysis, it is beautifully written. Erickson does a remarkable job taking the reader on a rich, if not ultimately troubling, journey to understand the structural inequalities and often hidden policy decisions that prevented lasting desegregation and a continuation of a brief period of a narrowing of the Black-white achievement gap in Nashville. Partly responsible for Erickson's captivating prose is her use of oral histories; alongside her insightful historical analysis and exhaustive archival (and public record) research, she intertwines copious oral histories of people who experienced busing and education from a variety of perspectives. These oral histories add a humanizing layer and important texture to this impressively researched book, and I enjoyed how these touching human stories were interwoven within her analysis. As someone who experienced busing all throughout K-12 education in one of the nation's largest desegregation programs, reading Erickson's book brought back many memories -- and forced me to engage (and reassess) my memories abut busing, and most importantly, how busing was only one, albeit major, mechanism (both successfully and unsuccessfully utilized) within the larger relationship between cities and their schools.
Overall, to truly understand educational inequality today, we must take a long historical look at why it remains so entrenched in American society. Erickson's book takes us one step closer to doing that, and I highly recommend her book for anyone who was a student of the busing era, interested in the history of American cities, and above all, like myself, anyone who is an advocate for educational equity and interested in reversing decades of inequalities for the sake of our children.
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