The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities
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| Title: | The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities |
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| Language: | English |
| Authors: | Jessica T. Shiller (ORCID |
| Source: | Education and Urban Society. 2024 56(8):951-975. |
| 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: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Community Schools, Urban Areas, Racial Segregation, School Segregation, Justice, Neighborhood Schools, Blacks, African Americans, African American Community, Spatial Ability, Context Effect, Capacity Building, Community Characteristics, Geographic Distribution, Racial Distribution, Resource Allocation, Educational Discrimination |
| Geographic Terms: | Maryland (Baltimore) |
| DOI: | 10.1177/00131245241233555 |
| ISSN: | 0013-1245 1552-3535 |
| Abstract: | Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444657 |
| Database: | ERIC |
| Abstract: | Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience. |
|---|---|
| ISSN: | 0013-1245 1552-3535 |
| DOI: | 10.1177/00131245241233555 |
