Working in and With Community: Leading for Partnerships in a Community School

FitzGerald, Anne Marie; Quiñones, Sandra

doi:10.1080/15700763.2018.1453938

Cited by 24 publications

(9 citation statements)

References 56 publications

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“…The school staff and parents both highlighted the current and previous principals' important role in initiating and developing the school's premises, activities, and community engagement. This is in line with earlier research on community schools that have documented the principal's key role for developing reciprocal community involvement [15,49]. The analysis also showed that equally important for the success of the community school was how the school staff defined their own professional identities and how they experienced the fluctuating borders between their working hours and their leisure time.…”

Section: Discussionsupporting

confidence: 86%

“…In the US in particular, the concept of community schools developed as a part of WSCC, with a focus on using schools to promote democracy and equity [14]. An important factor within community schools is the use of external partnerships to develop schools into "neighborhood hubs" [15]. Community schools could be important assets for building social capital within a community, which can enhance people's capacities to facilitate changes in their communities [16].…”

Section: Introductionmentioning

confidence: 99%

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The School as an Arena for Co-Creating Participation, Equity, and Well-Being—A Photovoice Study from Norway

Ihlebæk

Castellan

Flobak

et al. 2021

IJERPH

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Schools may play an essential role as an arena for co-creating community activities that enhance well-being, equity, and citizenship. Still, there is limited knowledge about physical and non-physical factors that contribute to well-being within such approaches. The aim of this study was to identify important factors for well-being as perceived by pupils, school employees, and parents in a community school in Norway. The participatory method photovoice was used, and seven pupils, six employees, and four parents participated by taking photos used as the basis for six focus group discussions. Transcripts of the discussions were analyzed using Systematic Text Condensation. The analysis showed that the participants experienced that the school’s built and natural environment, the activities happening there, and the human resources and organization at the school facilitated perceptions of safety, inclusion, and cohesion, which in turn contributed to well-being. Furthermore, the results showed that co-creating schools as a community arena could be an innovative way of ensuring participation, equity, and well-being in the community. Such an approach might be especially important in deprived areas or in multi-ethnic communities. An important prerequisite to succeed is the openness of the school’s staff to engage in co-creation with other stakeholders in the community.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

The School as an Arena for Co-Creating Participation, Equity, and Well-Being—A Photovoice Study from Norway

Ihlebæk

Castellan

Flobak

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Yosso applies the concepts of Critical Race Theory (CRT) to shift deficit thinking placed on Communities of Color and to deconstruct how these relate to community and family engagement in schooling. Yosso’s work inspired some recent developments in the field of educational change in creating and supporting culturally sustaining leadership practices (FitzGerald & Quiñones, 2019; Santamaría & Santamaría, 2016; Santamaría, 2014) that school leaders draw on to better support their students (Lee & Walsh, 2019). This is significant because more than 1,000 transfronterizos/as students, who are U.S. citizens, cross the border daily to go to school in DPSD thus rendering this perspective necessary as it allows a more emancipatory approach to research.…”

Section: Methodsmentioning

confidence: 99%

Borderland education beyond frontiers: Policy, community, and educational change during times of crisis

Kew

Fellus

2022

Policy Futures in Education

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In this paper, we put center stage the story of a community in the borderland of Palomas and Deming, two twin towns located across the border from each other. In regular times, almost a thousand children crossed the checkpoint every day from Palomas in Mexico to Deming in the United States to attend school. During the COVID-19 pandemic, accessibility to education has been almost completely denied for students living in Mexico. This paper unpacks the findings from a critical case study focused on the school leadership of the community and marks the beginning of a larger action-research initiative aimed at forging alliances with and among community stakeholders, researchers, and community leaders to bring transformative change. Findings suggest that these borderland cities do not view themselves as divided by a physical or ideological Frontera or Barrera. Rather, they see themselves as a unified community whose members live on both sides of the border. The Palomas-Deming borderland community shares one mission of creating the necessary conditions to provide educational equity for all students in the region with U.S. passports regardless of a student’s country of residence. Within these contexts, our paper adds to the sparse scholarship on borderland education and highlights community-based needs for and capabilities of transformative educational change that we perceive as the pathway to more equitable opportunities for learning.

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“…These studies do not explicitly discuss how establishing schools as social or cultural brokers lead to improved outcomes for students, families, and communities. However, Fitzgerald and Quiñones (2019) suggest that principals who create opportunities for social and cultural brokering in their schools and leverage partnerships with community organizations to address community concerns, may lead parents' to feel that the school, family, and community have mutually shared goals and interests. Ishimaru (2013) Equitable collaborations can be built on acting in solidarity with nondominant families (Ishimaru, 2020) and marginalized communities (Ishimaru, 2019;Ishimaru, 2020).…”

Section: Partnershipsmentioning

confidence: 99%

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Cummins¹

2023

Preprint

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Research has highlighted the important role of school leadership in fostering school-family-community partnerships, but few studies purposefully test causal links between leadership practices, partnerships, and student educational success and family well-being. This explanatory multiple case study analyzed secondary parent focus group and school administrator interview data at two schools in the Toronto-based Model Schools for Inner Cities initiative. Descriptive analyses revealed seven leadership practices administrators used to foster school-family-community partnerships. Explanatory analyses considered how and through what mechanisms of change leaders who share leadership responsibilities with families affect student and family outcomes. A causal link between shared leadership strategies and student and family outcomes was confirmed. Key mechanisms of change included parents’ sense of ownership and feelings of empowerment as well as parents’ perceptions of congruent interests and goals. Further, moderating conditions were identified, most predominantly, the leader’s social justice vision. Implications for future research and practice are discussed.

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Working in and With Community: Leading for Partnerships in a Community School

Cited by 24 publications

References 56 publications

The School as an Arena for Co-Creating Participation, Equity, and Well-Being—A Photovoice Study from Norway

The School as an Arena for Co-Creating Participation, Equity, and Well-Being—A Photovoice Study from Norway

Borderland education beyond frontiers: Policy, community, and educational change during times of crisis

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

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