From positivism to critical theory: school-community relations toward community equity literacy

Green, Terrance L.

doi:10.1080/09518398.2016.1253892

Cited by 57 publications

(76 citation statements)

References 63 publications

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“…However, democratic governance is a broad concept that embraces subcomponents, including representativeness, inclusiveness, fairness, transparency, and empowerment (Agger & Löfgren, ). For example, inclusive and representative participation within school–community collaboration is necessary to avoid powerful members' exploitation in the distribution of collaborative outcomes and prevent a marginalized group's exclusion from school–community collaboration (Anderson‐Butcher, Stetler, & Midle, ; Bryan & Henry, ; Green, ). Similarly, Adelman and Taylor () found that fair and decentralized governance enabled partners to better understand students' substance abuse issues from local perspectives, which in turn led to the increased efficiency and effectiveness of services.…”

Section: Transformative School–community Collaborationmentioning

confidence: 99%

“…Consistent with the assumptions of a critical paradigm discussed above, critical researchers view social injustice and oppression as the root causes of social problems that students and their families face (Bryan & Henry, 2012;Green, 2017;Marullo & Edwards, 2000;Warren, 2005). Thus, school-community collaboration should be designed to "transform the school and power relations between school-community actors in equitable and empowering ways" (Green, 2017, p. 379).…”

Section: Major Assumptions Of Tsccmentioning

confidence: 99%

Section: Network Governancementioning

confidence: 99%

“…Some researchers have attempted to examine interagency collaboration based on critical‐oriented perspectives (Hardy & Phillips, ; Lotia & Hardy, ). A few attempts have also been made in school–community collaboration (Bryan & Henry, ; Green, ; Marullo & Edwards, ; Miller & Hafner, ; Warren, ). These studies have consistently shown that a critical paradigm is beneficial for uncovering systemic patterns of inequality within the collaboration, which in turn leads to enhancing both processes and outcomes of the collaboration.…”

Section: Introductionmentioning

confidence: 99%

“…Such power-related issues are more prevalent and severe in school-community collaboration because of involving interdisciplinary and cross-sectoral partners with different purposes, interests, and backgrounds (Hillier et al, 2010;Kerr, Dyson, & Gallannaugh, 2016;Sanders, 2005). If these issues are not addressed proactively and adequately, they can prevent accomplishing collective goals, decrease the quality of collaborative services, discourage members' commitments and active community engagement, and even hinder future collaboration (Anderson-Butcher et al, 2010;Green, 2017;Kerr et al, 2016;Warren, Hong, Rubin, & Uy, 2009).…”

mentioning

confidence: 99%

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Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Kim

2018

Child & Family Social Work

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School–community collaboration has become an important approach to enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school–community collaboration. Drawing on a critical paradigm, this study developed a comprehensive framework for transformative school–community collaboration (TSCC) and developed a valid scale to assess the major dimensions of TSCC. Using school survey data, an exploratory factor analysis identified four multidimensional constructs: (a) critical member capacity representing members' organizing, interpersonal, and critical analysis skills, (b) equal relations with respect to joint membership, interaction, and outcome distribution, (c) democratic network governance measuring the basic elements of democracy in decision‐making, and (d) empowering coordination reflecting a responsive, flexible, and supportive coordination system. This study also showed that low‐income and urban schools reported significantly lower levels of equal relations and empowering coordination. The developed scale can be used as an evaluation tool that monitors and evaluates school–community collaboration ensuring equal, democratic, and empowering structures and processes. Furthermore, the results of this study suggest practice implications and future research agendas to create and maintain successful school–community collaboration.

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Section: Transformative School–community Collaborationmentioning

confidence: 99%

Section: Major Assumptions Of Tsccmentioning

confidence: 99%

Section: Network Governancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Kim

2018

Child & Family Social Work

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Transformative school–community collaboration as a positive school climate to prevent school absenteeism

Kim

Gentle-Genitty

2020

Journal Community Psychology

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School absenteeism has become a prevalent problem that affects student development and future societies across the world. We examined whether and how the framework for transformative school-community collaboration (TSCC) can be utilized to effectively reduce school absenteeism. To achieve this goal, we analyzed clustered data involving 3428 students within 14 schools that collaborated with communities in providing out-of-school time programs. A generalized ordered logit analysis with clustered standard errors showed that overall TSCC significantly decreased the likelihood of students' school absenteeism. Democratic and empowering structures in the collaboration were particularly significant for reducing the higher level of school absenteeism. We conclude our article with practice implications to translate the core dimensions of TSCC into effective practice.

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Centering trauma‐informed approaches in schools within a social justice framework

Davis

Petrovic

Whalen

et al. 2022

Psychology in the Schools

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Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. Despite clear evidence of disproportionate trauma exposure among students of color, most models of trauma‐informed schools do not explicitly address the intersection of race and trauma within their system‐level efforts to help staff realize the prevalence and impact of trauma, recognize the signs of trauma exposure, or respond in ways to avoid retraumatization. This manuscript will review existing efforts to integrate a social justice focus within our ongoing work as part of the Safe Schools NOLA project. We present our conceptual framework and describe how principles relevant to social justice are intentionally integrated into strategies that support the adoption and implementation of trauma‐informed approaches in schools. We also discuss limitations in our current approach and offer suggestions to support the development of trauma‐informed schools that can advance a social justice agenda.

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From positivism to critical theory: school-community relations toward community equity literacy

Cited by 57 publications

References 63 publications

Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Transformative school–community collaboration as a positive school climate to prevent school absenteeism

Centering trauma‐informed approaches in schools within a social justice framework

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