Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy

Autor/inn/en	Daramola, Eupha Jeanne; Marsh, Julie A.; Allbright, Taylor N.
Titel	Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy
Quelle	In: Leadership and Policy in Schools, 22 (2023) 3, S.787-810 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daramola, Eupha Jeanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2022.2066546
Schlagwörter	Equal Education; Racism; Program Implementation; Community Involvement; Participative Decision Making; Educational Policy; Policy Formation; Critical Race Theory + Suchen Sie Ihr Suchwort? Rassismus; Politics of education; Bildungspolitik; Politische Betätigung
Abstract	Governmental policies in the United States and beyond increasingly call for school leaders to involve local communities in decision-making, yet engagement practices have often centered the perspectives of White parents and marginalized the voices of racially minoritized families. In this comparative case study of seven school districts, we draw on critical race theory to explore how race and racism shaped district practices under a statewide community engagement policy. Our findings suggest that, without careful attention to racial power and privilege, the implementation of community engagement policies may promote racism in practice, highlighting the need for culturally responsive approaches to engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01