Community-Driven Leadership: Mexican-Origin Farmworking Mothers Resisting Deficit Practices by a School Board in California

Autor/inn/en	Deeb-Sossa, Natalia; Manzo, Rosa
Titel	Community-Driven Leadership: Mexican-Origin Farmworking Mothers Resisting Deficit Practices by a School Board in California
Quelle	In: Journal of Latinos and Education, 19 (2020) 2, S.199-215 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1499512
Schlagwörter	Mexican Americans; Agricultural Laborers; Mother Attitudes; Leadership; Disadvantaged; Educational Practices; Boards of Education; School Districts; School Closing; Cultural Background; Cultural Capital; Educational Opportunities; Community Resources; Social Action; Power Structure; Public Schools; Personal Narratives; Social Differences; Advocacy; Feminism; Case Studies; Social Capital; Parent Role; Elementary School Students; California + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Agricultural labourers; Landarbeiter; Mutterliebe; Führung; Führungsposition; Bildungspraxis; Ausschuss; School district; Schulbezirk; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsangebot; Bildungschance; Soziales Handeln; Public school; Öffentliche Schule; Erlebniserzählung; Sozialer Unterschied; Sozialanwaltschaft; Feminismus; Case study; Fallstudie; Case Study; Sozialkapital; Parental role; Elternrolle; Kalifornien
Abstract	We examine how the community-driven leadership (CDL) of farmworker mothers challenged deficit practices of the local school board, which decided to close the school in the community. CDL is the ability of mothers to activate their community cultural wealth to mobilize their resources in search of better educational opportunities. The mothers organized to take action in order to disrupt systems of oppression embedded in their local public school system. "Testimonios" showcase the inequalities the mothers experienced in attempting to advocate for their children's education, and the ways in which they responded to oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01