ERIC Number: EJ942377
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 38
How Busing Burdened Blacks: Critical Race Theory and Busing for Desegregation in Nashville-Davidson County
Woodward, Jennifer R.
Journal of Negro Education, v80 n1 p22-32 Win 2011
This article uses critical race theory, court opinions, newspapers, and interviews to explain how the burden of busing for desegregation was placed upon Blacks in Nashville, Tennessee and why the agenda of the litigants in the Kelley v. Metropolitan Board of Education cases shifted over time. The deliberate pace of the initial desegregation policy, liberal transfer options, and exclusion of the suburbs from the busing plan relieved Whites of policy burdens and reduced their opposition to Nashville's desegregation policies. Thus, a convergence of interests occurred as predicted by critical race theory.
Descriptors: Busing, School Desegregation, Critical Theory, Race, African Americans, Social Justice, Politics of Education, Educational Experience, School Attitudes, School Community Relationship, Problem Solving, Court Litigation, Opinions, Barriers
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: email@example.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Tennessee