Race and Place considers the everyday experiences of community members throughout the process of school desegregation and how race, place, and truth came to matter in this process in Prince George’s County, Maryland from 1945 through 1973.
Race and Place considers the everyday experiences of community members throughout the process of school desegregation and how race, place, and truth came to matter in this process in Prince George’s County, Maryland from 1945 through 1973.
DEIRDRE MAYER DOUGHERTY is a visiting assistant professor of educational studies at Knox College. She is the coauthor of The Fertile Ground of School Integration: A Counter-Story to Segregated and Unequal Education (forthcoming).
Inhaltsangabe
Contents Introduction: Race, Place, and Truth Part I: Spectral Spaces: Schooling Pre-Brown 1632-1950 1 “The Party of Memory and the Party of Hope”: Contradiction in Black and White 2: Public Schooling in Maryland before Brown Part II: A Policy of Nostalgia (1954-1968) 3: Thomas Pullen and Gradual Adjustment 4: William Schmidt and The Freedom of Unequal Choices, 1960-1968 Part III: Mythologizing the Neighborhood 5: White Suburbanization and School Construction in Belair at Bowie, 1920-1965 6: Black Suburbanization: School Closure and Urban Renewal in Fairmount Heights, 1920-1968 Part IV: Moralizing Space and Race 7: The Moral Geography of Busing, 1972 8: Discipline, Danger, and Desegregation, 1973 Conclusion: “…cleaner, whiter, richer, safer than where you are” Acknowledgments Notes Bibliography Index Introduction: Race, Place, and Truth 1 Part I Spectral Spaces: Schooling Pre-Brown (1632–1950) 1 “The Party of Memory and the Party of Hope”: Contradiction in Black and White 21 2 Public Schooling in Maryland before Brown 28 Part II A Policy of Nostalgia (1954–1968) 3 Thomas Pullen and Gradual Adjustment 45 4 William Schmidt and the Freedom of Unequal Choices, 1960–1968 58 Part III Mythologizing the Neighborhood 5 White Suburbanization and School Construction in Belair at Bowie, 1920–1965 71 6 Black Suburbanization: School Closure and Urban Renewal in Fairmount Heights, 1920–1968 92 Part IV Moralizing Space and Race 7 The Moral Geography of Busing, 1972 119 8 Discipline, Danger, and Desegregation, 1973 132 Conclusion: “. . . cleaner, whiter, richer, safer than where you are” 146 Acknowledgments 151 Notes 155 Index 000
Contents Introduction: Race, Place, and Truth Part I: Spectral Spaces: Schooling Pre-Brown 1632-1950 1 “The Party of Memory and the Party of Hope”: Contradiction in Black and White 2: Public Schooling in Maryland before Brown Part II: A Policy of Nostalgia (1954-1968) 3: Thomas Pullen and Gradual Adjustment 4: William Schmidt and The Freedom of Unequal Choices, 1960-1968 Part III: Mythologizing the Neighborhood 5: White Suburbanization and School Construction in Belair at Bowie, 1920-1965 6: Black Suburbanization: School Closure and Urban Renewal in Fairmount Heights, 1920-1968 Part IV: Moralizing Space and Race 7: The Moral Geography of Busing, 1972 8: Discipline, Danger, and Desegregation, 1973 Conclusion: “…cleaner, whiter, richer, safer than where you are” Acknowledgments Notes Bibliography Index Introduction: Race, Place, and Truth 1 Part I Spectral Spaces: Schooling Pre-Brown (1632–1950) 1 “The Party of Memory and the Party of Hope”: Contradiction in Black and White 21 2 Public Schooling in Maryland before Brown 28 Part II A Policy of Nostalgia (1954–1968) 3 Thomas Pullen and Gradual Adjustment 45 4 William Schmidt and the Freedom of Unequal Choices, 1960–1968 58 Part III Mythologizing the Neighborhood 5 White Suburbanization and School Construction in Belair at Bowie, 1920–1965 71 6 Black Suburbanization: School Closure and Urban Renewal in Fairmount Heights, 1920–1968 92 Part IV Moralizing Space and Race 7 The Moral Geography of Busing, 1972 119 8 Discipline, Danger, and Desegregation, 1973 132 Conclusion: “. . . cleaner, whiter, richer, safer than where you are” 146 Acknowledgments 151 Notes 155 Index 000
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