Title page for ETD etd-05092013-141605

Type of Document Master's Thesis
Author Antonellis, April
Author's Email Address aanton3@lsu.edu
URN etd-05092013-141605
Title New Orleans and Fazendeville (de)Segregated: Challenging a Narrative of School Integration
Degree Master of Arts (M.A.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Hendry, Petra Committee Chair
Fasching-Varner, Kenneth Committee Member
Jackson, Joyce Committee Member
  • history
  • critical race theory
  • school integration
  • New Orleans
Date of Defense 2013-04-17
Availability unrestricted
Too often, “integration” is a word only associated with the 1960s. The dominant narrative of education and integration in the South is simple and linear: African Americans were oppressed, then there was integration, then there was equality. However, in the case of New Orleans, the narrative is not so linear and not nearly so succinct. The conversation on integration began in New Orleans immediately following the Civil War, a century earlier than this conventional starting date, and yet despite generations of successes and drawbacks, the public schools of New Orleans continue to exist segregated today. Examining the narrative of school integration in New Orleans, along with the case study of Fazendeville, an African American community established in nearby St. Bernard Parish, reveals not a simple, linear narrative of school integration, but a complicated and cyclical one, with race central to this discourse. In addition to theorizing an historical narrative, this research also suggests that examining this narrative is a critical first step to developing a road map for the future to ensure that schools in New Orleans are able to serve all students equally.
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