Classrooms and Corridors: The Crisis of Authority in Desegregated Secondary Schools

Classrooms and Corridors: The Crisis of Authority in Desegregated Secondary Schools explores the complex dynamics of education and social order in two urban junior high schools during desegregation, offering a vivid portrayal of daily life and highlighting the struggle to balance academic objectives with safety and civility. Through detailed observations, interviews, and analysis, the book provides practical insights into the challenges of maintaining order and fostering cooperation in diverse educational environments. It situates its findings within the broader framework of organizational theory and authority and illuminates the often invisible forces that shape learning and behavior.

Format: Paperback / softback
Length: 288 pages
Publication date: 13 May 2022
Publisher: University of California Press

Classrooms and Corridors: The Crisis of Authority in Desegregated Secondary Schools is a comprehensive exploration of the complex dynamics of education and social order within two urban junior high schools during the era of desegregation. Through extensive fieldwork, the book offers a vivid and in-depth portrayal of daily life in these schools, highlighting the struggle to balance academic objectives with the need for safety and civility. The author draws on over 4,000 pages of notes and transcripts to provide a nuanced examination of how educators and students interact in a charged environment shaped by shifting racial, social, and cultural contexts. The study's rich narrative captures how these unique circumstances reveal broader processes that influence schools across the nation, making it a vital resource for understanding the intersection of education, authority, and community in transitional settings.

Written with both scholarly rigor and accessibility for educators, parents, and policymakers, Classrooms and Corridors transcends theoretical analysis to provide practical insights. The book situates its findings within the broader framework of organizational theory and authority, offering a lens through which to interpret the challenges of maintaining order and fostering cooperation in diverse educational environments. By documenting the experiences of teachers, administrators, and students during a transformative period in American history, it illuminates the often invisible forces that shape learning and behavior. This compelling study is not only a chronicle of two extraordinary schools but also a guide to understanding the universal challenges faced by secondary schools striving to integrate academic success with an equitable and inclusive environment.

The book begins by examining the historical context of desegregation in the United States, tracing the legal and social movements that led to the integration of schools. It then delves into the daily lives of students and teachers in the two schools, focusing on the challenges they faced and the strategies they employed to navigate the complex terrain of desegregation.

One of the key themes of the book is the role of authority in desegregated schools. The author argues that authority is a complex and multifaceted concept that is shaped by a variety of factors, including race, social class, gender, and ethnicity. In desegregated schools, authority is often contested and negotiated, with students and teachers from different backgrounds vying for power and influence.

The book highlights the ways in which authority can be used to promote positive outcomes for students, such as academic achievement and social development. However, it also shows how authority can be used to perpetuate inequality and discrimination. For example, some teachers may use their authority to punish students who do not conform to their expectations, while others may use their authority to promote diversity and inclusion.

The author also explores the ways in which students and teachers can resist authority. They argue that resistance can take many forms, including passive resistance, active resistance, and collective action. Passive resistance involves students refusing to participate in certain activities or refusing to follow certain rules, while active resistance involves students engaging in protests or other forms of activism. Collective action involves students and teachers working together to address a common problem or issue.

The book also examines the role of race and ethnicity in desegregated schools. The author argues that race and ethnicity play a significant role in shaping the experiences of students and teachers in desegregated schools. Students from different racial and ethnic backgrounds may have different cultural norms, values, and beliefs, which can lead to conflict and tension. Teachers may also have different expectations and biases based on their race and ethnicity, which can impact their interactions with students.

The book also explores the ways in which desegregation can impact the broader community. The author argues that desegregation can lead to increased social and economic mobility for students and families, as well as increased cultural diversity and understanding. However, it can also lead to increased segregation and inequality, particularly in areas where there is a high concentration of poverty and crime.

The book concludes by offering a series of recommendations for improving desegregated schools. The author suggests that schools should work to create a more inclusive and equitable environment for all students, regardless of their race, social class, gender, or ethnicity. They also suggest that schools should work to address the root causes of inequality and discrimination, such as poverty and racism.

In conclusion, Classrooms and Corridors: The Crisis of Authority in Desegregated Secondary Schools is a comprehensive and insightful exploration of the complex dynamics of education and social order within two urban junior high schools during the era of desegregation. Through extensive fieldwork, the book offers a vivid and in-depth portrayal of daily life in these schools, highlighting the struggle to balance academic objectives with the need for safety and civility. The author's nuanced examination of how educators and students interact in a charged environment shaped by shifting racial, social, and cultural contexts provides valuable insights into the challenges of maintaining order and fostering cooperation in diverse educational environments. The book's rich narrative captures how these unique circumstances reveal broader processes that influence schools across the nation, making it a vital resource for understanding the intersection of education, authority, and community in transitional settings. Whether you are an educator, parent, or policymaker, this book is essential reading for anyone interested in the future of education in America.

Weight: 363g
Dimension: 216 x 140 x 18 (mm)
ISBN-13: 9780520310520