The Democratization of Educational Care: Spatial Imaginaries, Demographic Change, and Black Families Continued Educational Advocacy

Autor/in	Nickson, Dana
Titel	The Democratization of Educational Care: Spatial Imaginaries, Demographic Change, and Black Families Continued Educational Advocacy
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.303-316 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nickson, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.2021613
Schlagwörter	African American Family; Racial Discrimination; Access to Education; Equal Education; Public Schools; Advocacy; Educational Environment; Geographic Location; Family Involvement; Metropolitan Areas; Democratic Values; School Districts; Suburban Schools; African American Students; African American History; History Instruction; Course Content; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Racial bias; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Sozialanwaltschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ballungsraum; School district; Schulbezirk; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht; Kursprogramm
Abstract	Too often, Black families' educational agency has been marginalized in discourse on racial and spatial divides in US education. Indeed, Black families have persistently employed a range of tactics to access and create the educational resources their children deserve. Drawing from scholarship on spatial imaginaries, in this article, I track how Black families have developed democratic and communal outlooks on place-based resources such as public schools. I identify what I term "democratization of educational care," or how some Black families' educational advocacy for their own children broadly benefit all students. To demonstrate these dynamics, I share how Black families' educational advocacy in a demographically changing suburb of Detroit, Michigan, uplifted the needs of their children, while also seeking to address larger systemic inequities. Implications suggest how school leaders can learn from the positioned knowledge and advocacy of Black families to foster educational equity and care in demographically changing school systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01