ERIC Number: ED367749
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
The Laboratory School as the Nexus of Power: Desegregation, the College, and the Public Schools, 1965-1970.
This study critically examines the political position occupied by a college laboratory school from 1965 to 1970. The school was located between the desegregated college and the segregated school system, both of which laid claims of control over the school. Existing in both contexts, the Marvin Pitman Laboratory School became a connection between competing political positions around the issue of school desegregation in Bulloch County (Georgia). Using a poststructural analysis of power based on the writing of Foucault, the study reports the results of an investigation into the manner in which power and resistance were and were not mobilized by individuals and institutions during the period. By 1969 the school had the highest rate of integration in the county and the first integrated faculty, both achieved without the support of either governing institution. Both bodies chose not to take advantage of the power linkage to advance an agenda of compliance or resistance to integration efforts. The unique role of the laboratory school ended with the intervention of the Federal government and forced integration in 1971, but it serves as a reminder that individuals, and not institutions, engage in the politics of resistance against structural and cultural norms they deem oppressive and wrong. (Contains 9 references.) (SLD)
Descriptors: Ability Grouping, Black Education, College Desegregation, College School Cooperation, Desegregation Effects, Educational History, Elementary Secondary Education, Federal Legislation, Higher Education, Laboratory Schools, Political Power, Power Structure, Public Schools, Racial Composition, Racial Segregation, School Desegregation, School Role, Social Structure, Track System (Education), Voluntary Desegregation
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bullock County Public Schools GA
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).