DescriptionScholars have long approached school desegregation as both a legal and a political problem. More recently, they have acknowledged the limits these framings put on our understanding of the nuanced ways in which identities are formed and have begun to recognize desegregation as a spatial problem. This engagement with space lays the groundwork for shifting desegregation away from a legal and political framing to seeing it as a problem of discourse and representation. Drawing on notions of space from geography and theories of racial formation, this dissertation investigates the relationship among space, race, and educational policy discourses in Prince George’s County, Maryland, from 1954-1975. I use a genealogical approach to historical inquiry in my analysis of primary source documents to consider how space and race were produced through language, and the effects this had on the educational policies that county leadership pursued in the decades following Brown. This dissertation is organized around four policies that emerged between 1954 and 1975: school choice, school construction and closure, busing for racial integration, and school discipline. I argue that each policy contained and reinforced assumptions about race and space that led to the exclusion of communities of color and the preservation of white supremacy within the district.