Critical Race Theory and the Meaning of "Community" in District Partnerships

Autor/in	LeChasseur, Kimberly
Titel	Critical Race Theory and the Meaning of "Community" in District Partnerships
Quelle	In: Equity & Excellence in Education, 47 (2014) 3, S.305-320 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.933069
Schlagwörter	Race; Critical Theory; Partnerships in Education; Sociocultural Patterns; Grounded Theory; Semi Structured Interviews; Governance; School Districts; Case Studies; Ethnography; Observation; Advisory Committees; Educational Change; Community Development; Social Justice + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Hochschulpartnerschaft; Soziokulturelle Theorie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Case study; Fallstudie; Case Study; Ethnografie; Beobachtung; Beratungsstelle; Bildungsreform; Community; Development; Entwicklung; Soziale Gerechtigkeit
Abstract	This article uses a critical race theory lens to explore how members of one community-district partnership understand "community." Engaging the community through full service schools (Dryfoos & Maguire, 2002), parent engagement programs (Comer & Emmons, 2006), lab schools through universities (Goldring & Sims, 2005), and other partnerships have become a major strand of reform in schools and districts. However, there is a dearth of critical scholarship that explores the contested meanings and implications of evoking community-laden terminology and approaches (Sanders, 2003; Warren, 2005). Using a grounded theory approach, this case study draws from a combination of ethnographic observations of governance meetings, committee meetings, and events over a year and a half; semi-structured interviews with 11 governance council members from the school district and other partners; and document analysis. Iterative rounds of coding identified ten concepts that were organized into three key categories: geographical and sociocultural conceptualizations of community, "community" as a euphemism, and structuring constraints and empowerment through advisory roles. These findings have broad implications for how we engage in community development and district partnership work in ways that are constructive, effective, and socially just. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10