Spiriting Urban Educational Justice: The Leadership of African American Mothers Organizing for School Equity and Local Control

Autor/inn/en	Wilson, Camille M.; Nickson, Dana; Ransom, Kimberly C.
Titel	Spiriting Urban Educational Justice: The Leadership of African American Mothers Organizing for School Equity and Local Control
Quelle	In: Journal of Educational Change, 24 (2023) 2, S.265-290 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Camille M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-021-09443-1
Schlagwörter	Urban Education; Social Justice; African American Leadership; Mothers; Equal Education; School District Autonomy; Community Action; Activism; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Soziale Gerechtigkeit; Mother; Mutter; School district; School districts; Autonomy; School autonomy; Schulautonomie; Aktivismus; Politischer Protest
Abstract	Inner-city school systems serving marginalized populations around the world are hindered by undemocratic and anti-public, political forces given global neoliberalism. This paper highlights a three-year case study of community organizers' efforts to resist such forces and increase school access, equity, and local control in Detroit, MI (USA). Authors emphasize how the leadership of African American mother organizers was particularly instrumental to positive change. Literature on educational activism, leadership, and community organizing help frame the organizational and political value of the organizers' efforts. In-depth interview, observation, and artifact data further reveal how the activist-mother-organizers, motivated by their spiritual beliefs and liberatory aims, guided effective educational reform campaigns to oppose school closure and cultivated critical hope among their fellow organizers through a process the authors name as "spiriting urban educational justice." Spiriting urban educational justice involves enacting border crossing and boundary spanning activities to navigate placed-based politics and seek educational equity with spiritual clarity and drive. Authors discuss how school and district leaders can learn from this process and collaborate with activist-organizers who serve as spiriters of justice to improve urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01