Abstract
Can the children of disadvantaged minority groups in cities receive a decent education that enables them to succeed in our competitive market economy without damaging their self-respect or sense of group identity? If so, how? Those concerned primarily with issues of identity are likely to demand community control of the content and processes of education while others, interested mainly in the young people's "life chances," press for desegregation. Professor Morgan considers the conflicting value priorities which underlie these rival approaches to urban education policy and examines the possibility of reconciling them.
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