The Space Between: Building Liberatory Capital in a School-Community Partnership

Autor/in	Timm, Chad William
Titel	The Space Between: Building Liberatory Capital in a School-Community Partnership
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 3, S.308-329 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2012.759295
Schlagwörter	Partnerships in Education; School Community Relationship; Social Capital; Community Organizations; Urban Schools; Public Schools; Poverty; Academic Achievement; Intervention; Federal Legislation; Educational Legislation; Social Change; Social Attitudes; Program Development; Meetings; Change Strategies; Empowerment; Cultural Capital; Advocacy; Skill Development; Social Bias; Minority Groups; Individual Development; Elementary Schools; Ethnography; Observation + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Sozialkapital; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Armut; Schulleistung; Bundesrecht; Bildungsrecht; Schulgesetz; Sozialer Wandel; Social attidude; Soziale Einstellung; Programmplanung; Meeting; Tagung; Lösungsstrategie; Sozialanwaltschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Ethnische Minderheit; Individuelle Entwicklung; Elementary school; Grundschule; Volksschule; Ethnografie; Beobachtung
Abstract	Even before withstanding one of the most devastating economic crises in American history, families living in poverty have battled a dominant discourse that labels them as lacking personal responsibility, initiative, and the ability to make "good" choices. This discourse is reflected in the parent-involvement mandates of the No Child Left Behind Act, where parents living in poverty are expected to sign contracts promising to take a more active role in the education of their children. This study describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children. This paper illustrates what it looks like when families living in poverty speak back to the dominant discourse, seek validation for their non-dominant discourses, and enter a potentially liberating Third Space between. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10