"We Felt They Took the Heart out of the Community": Examining a Community-Based Response to Urban School Closure

Autor/in	Green, Terrance L.
Titel	"We Felt They Took the Heart out of the Community": Examining a Community-Based Response to Urban School Closure
Quelle	In: Education Policy Analysis Archives, 25 (2017) 21, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Urban Schools; School Closing; Social Capital; Social Networks; Educational Policy; School Community Relationship; School Districts; Case Studies; Strategic Planning; Declining Enrollment; Neighborhood Schools; Educational Change; Activism; High Schools; Administrator Attitudes; Administrator Characteristics; School Desegregation; Policy Analysis; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School closings; Schließung; Schließung (von Schulen); Sozialkapital; Social network; Soziales Netzwerk; Politics of education; Bildungspolitik; School district; Schulbezirk; Case study; Fallstudie; Case Study; Strategy; Planning; Strategie; Planung; Bildungsreform; Aktivismus; Politischer Protest; High school; Oberschule; Integrative Schule; Politikfeldanalyse
Abstract	Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a community-university coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01