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.

Over the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community.The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today.

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.

Over the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community.The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today.