Thirty Years in the Storm: Leadership at an African-Centered School

Piert, Joyce

doi:10.1007/s11256-013-0237-6

Cited by 5 publications

(7 citation statements)

References 12 publications

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“…FLHA interviewees’ comments regarding the positive learning environment they experienced were evidence of the transformative power of a quality education (Piert, 2006). One teacher, Ms. Swinson states, “When you feel like you are worthwhile you will do whatever it takes to be ultimate, when you know your worth.” The process of realigning history with right knowledge allows students to “know” themselves.…”

Section: Discussionmentioning

confidence: 99%

Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri

Wiggan

Watson-Vandiver

2018

Education and Urban Society

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Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

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Section: Discussionmentioning

confidence: 99%

Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri

Wiggan

Watson-Vandiver

2018

Education and Urban Society

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“…Brookins and Robinson (1995, pp. 174–175) defined ROP as “functional group processes designed to structure and bring meaning to the various transition stages in life.” In most African traditional cultures, ROP is commonly designed to assist community members through life transitions or stages, particularly birth, puberty, adulthood, marriage, eldership, and death (Mbiti, 1997; Piert, 2007; Warfield‐Coppock, 1990). ROP represents a formal process of rituals and ceremonies that demarcate significant milestones within a people's culture.…”

Section: Defining Ropmentioning

confidence: 99%

Partnership with a school system to implement an Africentric rites of passage program for middle school Black boys

Williams,

Davis,

Cox

2023

Psychology in the Schools

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This article shares how three African‐centered Black men partnered with a school system to develop and implement an Africentric rites of passage program for seventh‐ and eighth‐grade Black male students. The proposed school‐based intervention aimed to socialize, educate, and cultivate Black boys in preparation for manhood. Theoretically, the conceptual framework was anchored in African paradigms from Afrocentricity, Kawaida, and Pan‐Africanism. The authors provided an overview of the program, which included the program structure, activities, and events. We concluded with a discussion of program challenges and recommendations for future research and program implementation.

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“…This approach uses external partners to accomplish school-based strategies. In the development approach, local nonprofit organizations sponsor new charter schools tailored to the community's perceived needs (Murrell, 1999;Piert, 2013). The organizing approach brings schools and central office together with community partners to organize for political, economic, and social change (Ishimaru, 2014b;Scribner & Fernandez, 2014).…”

Section: Legitimation Of Partnershipsmentioning

confidence: 99%

Crafting Legitimacy in District–Community Partnerships

LeChasseur

2017

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Partnering across districts, schools, and other community organizations has become ubiquitous as a policy for promoting change. Despite growing attention to and scholarship on district–community partnerships, there is little examination of the organizational mechanisms involved in sustaining them. Purpose/Objectives This study examines the ways in which district–community partnerships establish and sustain legitimacy with multiple constituencies over time. Drawing on institutional theory, these analyses extend current theories of legitimation by describing the legitimacy-building events of districts and their community partners as they craft partnerships over time. Research Design I used a qualitative multi-case-study design to build grounded theory based on three district–community partnerships. Interviews with partnership leaders, focus groups with governance team members, and observations were collected between 2012 and 2014. Thematic analysis was conducted within and across the three cases to identify legitimacy-building activities. Findings/Results Five mechanisms for building legitimacy emerged across the three district–community partnerships: funder endorsement, attention to reciprocity, service provision, dedicated formal staff roles, and a systems-building approach. Each mechanism was deployed across the stages of partnership (e.g., identity formation, recruitment, sustainability). These mechanisms were used to leverage legitimacy with one stakeholder group to build new legitimacy with other stakeholder groups, creating complex chains of legitimacy across partners over time. Conclusions/Recommendations The findings extend current research on both legitimacy frameworks and the use of community partnerships in education reform. Themes across cases highlight the recursive nature of legitimacy during the recruitment of new partners, how partnerships can build legitimacy across cultural divides, and the role of external funders in supporting legitimacy building across multiple sets of stakeholders.

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Thirty Years in the Storm: Leadership at an African-Centered School

Cited by 5 publications

References 12 publications

Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri

Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri

Partnership with a school system to implement an Africentric rites of passage program for middle school Black boys

Crafting Legitimacy in District–Community Partnerships

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