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Communally-Bonded Schools and the New Localism: Implications for African American Schooling and a Democratic Future by Jerome E. Morris - 2009Given the persistent racial and social
class patterns in many urban areas—and the increasing economic and racial
diversity in suburban communities—this chapter situates the framework of
communally-bonded schools within the recent discourse of the new localism in education
in the United States.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 108. No. 1. |
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- Jerome Morris
University of Georgia
E-mail Author
JEROME E. MORRIS, PhD, is an associate professor in the College of Education,
and director of the “Race, Class, Place and Outcomes Research Group” at
the Institute for Behavioral Research (where he also is a research fellow) at The
University of Georgia. His research and teaching focus on the sociology and
anthropology of education and examine the intersection of race, social class,
gender, and immigrant status with social and educational policies. Dr. Morris is the author of Troubling the Waters: Fulfilling the Promise of Quality Public Schooling for
Black Children, published by Teachers College Press, and he has published
extensively in leading research journals such as the American Educational Research
Journal, Teachers College Record, and Educational Researcher. Dr. Morris is presently
leading a longitudinal study of the educational experiences of middle income
Black adolescents in a predominantly Black suburban school district in the U.S.
South.
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