Making Changes that Stay Made: School Reform and Community Involvement

Autor/in	Arriaza, Gilberto
Titel	Making Changes that Stay Made: School Reform and Community Involvement
Quelle	In: High School Journal, 87 (2004) 4, S.10-25 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Educational Change; High Schools; Community Involvement; School Community Relationship; Public Education; Social Capital; Change Agents; Mexican Americans; Parent Participation; Community Action; Case Studies; School Restructuring; California + Suchen Sie Ihr Suchwort? Bildungsreform; High school; Oberschule; Öffentliche Erziehung; Sozialkapital; Hispanoamerikaner; Elternmitwirkung; Case study; Fallstudie; Case Study; Schulreformplan; Schulumwandlung; Kalifornien
Abstract	This article argues that school reform initiatives - particularly those aiming at high schools -- have greater chances of staying made when the community actively participates as an empowered change agent. This historical analysis of the Mexican American parent community involvement in the Salinas high school district, in California, provides the context for answering some of the questions around the roles a community plays as an external force for school renewal, and the lasting effects of such protagonism. This agency, the paper argues, is important because of the centrality given to public education as sustenance of local control and of democratic political discourses, particularly when a community has traditionally been defined in deficit terms by those in power. (Author).
Anmerkungen	University of North Carolina Press, 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 919-966-3561; Fax: 919-966-3829.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10