Accountability from the Ground Up: Uncovering the Limitations and Possibilities of Organizing for Community Schools in Philadelphia
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| Title: | Accountability from the Ground Up: Uncovering the Limitations and Possibilities of Organizing for Community Schools in Philadelphia |
|---|---|
| Language: | English |
| Authors: | Goessling, Kristen P. (ORCID |
| Source: | Urban Education. 2024 59(1):270-299. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Community Schools, Educational Development, Activism, Accountability, Public Education, Social Justice |
| Geographic Terms: | Pennsylvania (Philadelphia) |
| DOI: | 10.1177/0042085920959134 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This paper focuses on the evolution of community schools from a grassroots organizing effort to a formal initiative in Philadelphia. The authors implemented a critical participatory action research project to examine the process and impact of the education organizing. We present two narratives to illustrate the potential and limitations of two divergent community school approaches. We argue that education justice movements must develop processes and metrics of accountability to effectively organize for transformative community-driven education. Findings provide insights to communities organizing for public education in other contexts and locales and an example of how research can support social justice movements. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1402956 |
| Database: | ERIC |
| Abstract: | This paper focuses on the evolution of community schools from a grassroots organizing effort to a formal initiative in Philadelphia. The authors implemented a critical participatory action research project to examine the process and impact of the education organizing. We present two narratives to illustrate the potential and limitations of two divergent community school approaches. We argue that education justice movements must develop processes and metrics of accountability to effectively organize for transformative community-driven education. Findings provide insights to communities organizing for public education in other contexts and locales and an example of how research can support social justice movements. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/0042085920959134 |
