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Communally-Bonded Schools and the New Localism: Implications for African American Schooling and a Democratic Future


by Jerome Morris — 2009

Given 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.


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This article originally appeared as NSSE Yearbook Vol 108. No. 1.


Cite This Article as: Teachers College Record Volume 111 Number 13, 2009, p. 104-122
http://www.tcrecord.org ID Number: 18456, Date Accessed: 6/18/2018 12:15:19 AM

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About the Author
  • 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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