Building Inequality
Building Inequality
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建立不平等
DOI：
10.1177/0096144211427115
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Ansley T. Erickson
中科院分区：
文献类型：
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作者：
Ansley T. Erickson
本文探讨了学校和市政规划的做法如何有助于隔离学校和隔离社区后，布朗。在田纳西州的纳什维尔，一个合并的市-县自治市、联邦城市更新和住房倡议以及联邦教育指导方针与当地做法相联系，以有利于郊区空间，忽视城市空间，并加强住房和教育方面的隔离。学校建设政策为郊区真实的房地产开发服务，并有助于将贫困的黑人儿童和家庭集中在中心城市。将学校和住房联系起来的一系列政策和市场力量证明了法院和历史学家经常适用于学校隔离的法律框架的虚假性。几十年来，地方和联邦政策形成了教育资源的不均衡分配，导致了校车负担的不均衡分配，这种不平等似乎是正常的，因为空间意识形态有利于以白色为主的郊区。
This article examines how school and municipal planning practices contributed to segregated schools and segregated neighborhoods well after Brown. In Nashville, Tennessee, a consolidated city–county municipality, federal urban renewal and housing initiatives and federal education guidelines linked with local practices to favor suburban space, neglect urban space, and reinforce segregation in both housing and schooling. School construction policies served the interests of suburban real estate development and helped to concentrate poor black children and families in the central city. The range of policies and market forces at work in linking schools and housing proves the falsity of the de jure–de facto framework courts and historians often applied to school segregation. An uneven distribution of educational resources shaped over decades by local and federal policy led to an uneven distribution of the burdens that came with busing, an inequality made to seem normal by spatial ideology that favored the predominantly white suburbs.