ERIC Number: EJ1066668
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Sociopolitical Context of Education in Post-Civil Rights Birmingham
Loder-Jackson, Tondra L.
Peabody Journal of Education, v90 n3 p336-354 2015
Drawing on scholarship from the politics and history of education, narrative and archival data, and the author's emic perspectives, this article examines social and political transformations in the Birmingham City Schools (BCS) and some of the surrounding metropolitan school districts during the pre- and post-classical phases of the American civil rights movement. The BCS, in particular, has encountered a fate similar to urban districts across the U.S. South and nation, most notably, severe fiscal, social, and economic problems precipitated by historic racial inequities, the exodus of middle-class White and African American students and families to the surrounding suburbs, and increased enrollment of students who are socially and economically disenfranchised. Moreover, the district has been beset by inter- and intraracial school governance controversies and shrinking legal, political, and financial commitments from federal, state, and local governments. The question deliberated is whether or not post-civil rights Birmingham can reignite its renowned civic capacity, which is grounded in its historic role as a bastion of the civil rights movement, to address these pressing concerns. This question is considered in light of decidedly altered municipal and educational contexts that are more metropolitan, ethnically and linguistically diverse, and socioeconomically stratified.
Descriptors: Civil Rights, Politics of Education, Educational History, Racial Differences, African Americans, Social Change, School Districts, Urban Schools, Equal Education, Financial Support, Educational Finance, Social Differences, Student Diversity, Financial Problems, Public Education, School Administration, Boards of Education, Racial Relations, School Desegregation, Educational Change, Superintendents
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A