The New Orleans School Crisis of 1960: Causes and Consequences

Wieder, Alan

doi:10.2307/274776

Cited by 10 publications

(6 citation statements)

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“…The second event occurred in 1960 after the U.S. Supreme Court's decision to desegregate public schools in Brown v. Board of Education , when federal marshals escorted Ruby Bridges into the William Frantz Elementary School in the Upper Ninth Ward. A survey conducted at the time confirmed that 80 percent of white respondents in the area would rather close “their” schools than desegregate (Wieder 1987). Thereafter, white residents began resettling into neighboring St. Bernard Parish, taking their commercial resources with them.…”

Section: Comparative Design and Local Contextsmentioning

confidence: 99%

Limits to Social Capital: Comparing Network Assistance in Two New Orleans Neighborhoods Devastated by Hurricane Katrina

Elliott¹,

Haney

Sams-Abiodun

2010

The Sociological Quarterly

203

119

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Sociological research emphasizes that personal networks offer social resources in times of need and that this capacity varies by the social position of those involved. Yet rarely are sociologists able to make direct comparisons of such inequalities. This study overcomes this methodological challenge by examining network activation among residents of two unequal neighborhoods severely devastated by Hurricane Katrina. Results indicate that local network capacities of Lower Ninth Ward residents relative to those of the more affluent Lakeview neighborhood dissipated before, during, and after the disaster to erode the life chances of individual residents and the neighborhood they once constituted.

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Section: Comparative Design and Local Contextsmentioning

confidence: 99%

Limits to Social Capital: Comparing Network Assistance in Two New Orleans Neighborhoods Devastated by Hurricane Katrina

Elliott¹,

Haney

Sams-Abiodun

2010

The Sociological Quarterly

203

119

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“…The decades that followed the Robert Charles Race Riot of 1900 were not free of efforts to limit Black people’s education in New Orleans. The White-controlled Louisiana state legislature, with ample political support from local White citizens and politicians, conspired with anti-desegregation forces and the Orleans Parish School Board to keep Black children from attending White schools in the years following Brown (Bennett, 2017; Wieder, 1987). For example, Ruby Bridges’s entrance to William Frantz Public School in 1960 was followed by protests and riots that extended from her schoolhouse door into the business district of New Orleans, where thousands of mostly teenagers waved Confederate flags and burned crosses.…”

Section: Framing the Historical Contextmentioning

confidence: 99%

Black School Closings Aren’t New: Historically Contextualizing Contemporary School Closings and Black Community Resistance

Morris

Parker

Negrón

2022

Educational Researcher

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Whereas increased scholarly attention is focusing on contemporary school closings, noticeably absent is the placement of this scholarship within the historical context of Black people’s social experiences. This paradigm shift would reveal a much longer history that has had devastating consequences for Black people. In this article, we identify five waves of Black school closings and provide contemporary case studies that reveal an ongoing pattern resulting in the destabilization of Black communities across time and space. Despite persistent attacks on these institutions, our analyses capture Black people’s resistance and agency in maintaining their communities and schools. In addition to providing policy implications, we further suggest the term Black community-killing as a theoretical way of thinking about the consequences of school closings.

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“…At the time of the first public hearings on the project in 1960, major demographic shifts were taking place in St. Bernard Parish that signaled its growing urban and suburban character, and budding political influence in state politics (Germany, 2007;Jeansonne, 1997). The New Orleans public school system was one of the first in the Deep South to end formalized racial segregation of its students (Landphair, 1999(Landphair, , 2007Wells, 2004;Wieder, 1987). Schools in the Ninth Ward of New Orleans, home to primarily working class residents, were selected by the city's school board as the test sites for the policy, which began in 1960.…”

Section: Enrolling the Lake Borgne Estuary Into "Centroport Usa"mentioning

confidence: 99%

Contesting the coast: Ecosystems as infrastructure in the Mississippi River Delta

Lewis

Ernstson

2019

Progress in Planning

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We develop an analytical repertoire for understanding historical interrelationships between water infrastructure, regional environmental politics, and large-scale coastal ecosystems. In doing so, we scrutinize how notions of urban resilience, climate adaptation, and ecosystem-based infrastructure are influencing contemporary planning practice. Our account from New Orleans and the Mississippi River Delta traces several large-scale hydrological engineering projects with origins in the early 20 th century, which aimed to restructure the landscape for more effective maritime transportation, flood protection, and urban drainage. The account concludes with a discussion of a massive and ongoing planning project, which aims to restore the historical dynamics of the Mississippi River Delta, diverting the river into nearby coastal wetlands to provide storm protection for vulnerable communities, most especially New Orleans. Our analysis shows how the development of water infrastructure systems in the region produced cleavages in the region's body politic and eco-hydrology, generating disputes that threaten to slow or obstruct the plan's implementation. The study shows how the forms and discourses of political contention in the present are deeply informed by past decisions regarding the placement, operation, and maintenance of large-scale water infrastructures in the region. The conflicts that emerge from these cleavages comprise the primary obstacle facing ecosystem-based strategies aimed at securing New Orleans and other major settlements in the region from storm surges. This raises fundamental challenges for planning practice, which are explored here through a discussion of situational dissensus, conflicting rationalities, and pathways for democratic institutional innovation.

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The New Orleans School Crisis of 1960: Causes and Consequences

Cited by 10 publications

References 0 publications

Limits to Social Capital: Comparing Network Assistance in Two New Orleans Neighborhoods Devastated by Hurricane Katrina

Limits to Social Capital: Comparing Network Assistance in Two New Orleans Neighborhoods Devastated by Hurricane Katrina

Black School Closings Aren’t New: Historically Contextualizing Contemporary School Closings and Black Community Resistance

Contesting the coast: Ecosystems as infrastructure in the Mississippi River Delta

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