Occupy Public Education: A Community's Struggle for Educational Resources in the Era of Privatization

Autor/in	Cortez, Gabriel Alejandro
Titel	Occupy Public Education: A Community's Struggle for Educational Resources in the Era of Privatization
Quelle	In: Equity & Excellence in Education, 46 (2013) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.750994
Schlagwörter	Public Education; Case Studies; Global Approach; Social Justice; Low Income Groups; Observation; Activism; Advocacy; Educational Change; School Community Relationship; Community Action; Politics of Education; Consciousness Raising; Immigrants; Mexican Americans; Urban Areas; Interviews; Social Networks; Disadvantaged Schools; Personal Narratives; Parent Participation; Illinois + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Case study; Fallstudie; Case Study; Globales Denken; Soziale Gerechtigkeit; Beobachtung; Aktivismus; Politischer Protest; Sozialanwaltschaft; Bildungsreform; Educational policy; Bildungspolitik; Bewusstseinsbildung; Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Urban area; Stadtregion; Interviewing; Interviewtechnik; Social network; Soziales Netzwerk; Erlebniserzählung; Elternmitwirkung
Abstract	This case study investigates globalization and its growing impact on public school services to disenfranchised urban communities. Using a combination of periodicals, internal documents, and observations from the author, the research provides a narrative analysis of relations between community leaders of a low-income, Mexican immigrant community and the Chicago Public Schools (CPS) during an act of civil disobedience that brought attention to social justice and public education. The research results stress the importance for social justice advocates to support local leadership development and grassroots activism in marginalized communities. U.S. public educational policy has been guided by corporate interests that have divested from community public schools in favor of opening semi-private, charter schools. For seven years, parents advocated for an expansion of space and resources at a local public school. The failure to reach a compromise between parents and Chicago Public Schools representatives led to the occupation of a field house by the parents to preserve it from district plans to demolish it and to construct an athletic field for a private high school. The research suggests that it is imperative for community members in economically disenfranchised urban communities that are predominantly African American and Latino to organize and advocate for social justice, including the ability to contest public school policy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10