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Foundations of place: a multidisciplinary framework for placeconscious education
- American Educational Research Journal
"... This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and insti-tutional challenges, to place-consciousness. Drawing on insights from phe-nomenology, critical geography, bioregionalism, ecofeminism, and other ..."
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This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and insti-tutional challenges, to place-consciousness. Drawing on insights from phe-nomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience with places. Five “dimensions of place ” are described that can shape the develop-ment of a socio-ecological, place-conscious education: (a) the perceptual, (b) the sociological, (c) the ideological, (d) the political, and (e) the ecolog-ical. After discussing these, the author reframes several place-conscious edu-cational traditions. The article concludes with an analysis of the possibilities for place-conscious education in an era that defines institutional account-ability by standards and testing.
Counterfeit Social Capital and Mexican American Underachievement.” Education Evaluation and Policy Analysis 25:237–62
, 2003
"... A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. Much of the focus of relevant concern has been on achievement differences between Blacks and Whites (e.g. Jencks & Phillips, 1998; Halli ..."
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A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. Much of the focus of relevant concern has been on achievement differences between Blacks and Whites (e.g. Jencks & Phillips, 1998; Hallinan, 2001) because, until fairly recently, African-Americans were far more numerous in the United States than other minority groups. But the recent emergence of Latinos, some two thirds of whom are of Mexican origin, as the largest and fastest growing minority group in the United
Home is a prison in the global city: The tragic failure of school-based community engagement strategies
- Review of Educational Research
, 2006
"... Historically, schools serving impoverished families trapped in America’s urban “ghettos ” have been resistant to community participation. Enhanced participation is critically needed, however, if long-term urban school-reform projects and efforts to develop more empowering, community-supporting forms ..."
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Historically, schools serving impoverished families trapped in America’s urban “ghettos ” have been resistant to community participation. Enhanced participation is critically needed, however, if long-term urban school-reform projects and efforts to develop more empowering, community-supporting forms of pedagogy are to succeed. This article examines the most influential and/or promising efforts to foster more authentic engagement between schools and inner-city communities. The author finds that while efforts to develop school-based models have largely failed, a range of community-based efforts remain promising. If educators, scholars, and policymakers are truly inter-ested in improving school–community relations, then they will need to become more deeply informed about community forces and structures and more directly involved in efforts to strengthen community organizations.
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital
"... JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JS ..."
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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend
The relationship between social capital and corporal punishment in schools: A theoretical inquiry
- Youth & Society
, 2005
"... This article explores the relationship between the use of corporal punishment in the public schools and the amount of social capital (i.e., residents’degree of involvement in community matters) in a state. Existing state-level data regarding social capital and incidents of corporal punishment were u ..."
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This article explores the relationship between the use of corporal punishment in the public schools and the amount of social capital (i.e., residents’degree of involvement in community matters) in a state. Existing state-level data regarding social capital and incidents of corporal punishment were utilized. Results show a statistically sig-nificant inverse relationship between the amount of social capital and the legality and use of school corporal punishment. Social capital is also related to racial disproportionality in the use of corporal punishment in schools. Implications for theory and practice are discussed.
A case study of school-linked, collective parent engagement
- American Educational Research Journal
, 2012
"... This article explores the social processes and outcomes associated with a school-linked, community-based program that successfully engages Latino parents and children in a low-income school community. Framed by an ethnographic, embedded case study design, the authors collected data from 32 Latino p ..."
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This article explores the social processes and outcomes associated with a school-linked, community-based program that successfully engages Latino parents and children in a low-income school community. Framed by an ethnographic, embedded case study design, the authors collected data from 32 Latino parents. The findings detail parents' experiences when first entering the neighborhood and how these experiences shape their engagement with other parents in the program and neighborhood community. We conclude that efforts engaging low-income parents as communities of practice hold special promise for reducing barriers to children's learning, especially when school leaders, community-based organizations, and social researchers leverage their resources and capital in ways that support parents' efforts, insights, and aspirations. KEYWORDS: collective parent engagement, community engagement, parent involvement, parent engagement, school-family-community partnerships A s the number of ethnic, immigrant, and (often) undocumented Latino families continues to increase in urban communities, needs for innovations that involve and engage parents and entire families also are increasing. Unfortunately, the resource and service capacities of low-income schools MICHAEL A. LAWSON, PhD, is an assistant professor in the Department of Human Development, College of Community and Public Affairs, at Binghamton University (SUNY), PO Box 6000, Binghamton, NY 13902; e-mail: mlawson@binghamton.edu. His current research projects center on innovative designs for student, family, and community engagement as well as mixed-method evaluations of school-based and community-based prevention programs. TANIA ALAMEDA-LAWSON, PhD, is an assistant professor in the Department of Social Work, College of Community and Public Affairs, at Binghamton University (SUNY) and is Co-Director of the Center for Best Practices in Full-Service Community Schools; e-mail: talawson@binghamton.edu. Her current research interests include innovative designs for family and community engagement, full-service community schools, and interprofessional education and training programs.
Communities of learning and action?": a case study of the Human Rights, Democracy and Development project
, 2008
"... Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Ly ..."
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Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Lying in a small, marginal space between limited, ongoing provision of adult basic education and training (ABET) from the South African state and industry, on the one hand, and state-led mass literacy campaigns, on the other, is the ABET work of non-governmental organizations (NGOs). This thesis examines a case of ABET within this alternative NGO sector at a time of heightened attention to the challenges of illiteracy in the global arena and a time of major transition in South Africa. It focuses on the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal as a case of NGO-Ied ABET provision in community settings. The HRDD project attempted to combine ABET with livelihood and citizenship education. Its
Social and Cultural Capital: Underlying Factors and Their Relationship with the School Achievement of Iranian University Students
"... This study explored the relationship between social and cultural capital and school achievement by developing, administering and validating a 35-statement questionnaire to 403 undergraduate and graduate students majoring in Teaching English as a foreign language and Persian Language and Literature a ..."
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This study explored the relationship between social and cultural capital and school achievement by developing, administering and validating a 35-statement questionnaire to 403 undergraduate and graduate students majoring in Teaching English as a foreign language and Persian Language and Literature and correlating their extracted factors with the grade point average of their high school diploma. The application of the Principle Axis Factoring to the participants ’ responses and rotating the extracted factors revealed ten latent variables, i.e., literacy, parental consultation, family-school interaction, family support, extracurricular activities, family relationship, parent-school encouragement and facility, cultural activities, peer interaction and religious activities. Between the two logically developed subscales comprising the social and cultural capital questionnaire (SCCQ) only the social capital showed significant relationship with the GPA (.19, p <.001). Similarly, among the ten factors, parent-school encouragement and facility (.33), parental consultation (.22), family relationship (.20), and family support (.18), correlated significantly, i.e., p <.001, with the GPA. The implications of the results are discussed within a foreign/first language context and suggestions are made for future research.
The development and impact of young people’s social capital in secondary schools
- Centre for Research on the Wider Benefits of Learning; 2007. Novak and Kawachi International Journal of Mental Health Systems (2015) 9:18 Page 7 of 79. Boone-Heinonen J, Gordon-Larsen P. Obesogenic environments in
"... Social capital, broadly understood as social networks and norms of trust and reciprocity, has become an important notion in many areas of British social policy over the last ten years. It is seen as a desirable characteristic of communities and societies (underpinning community and social cohesion a ..."
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Social capital, broadly understood as social networks and norms of trust and reciprocity, has become an important notion in many areas of British social policy over the last ten years. It is seen as a desirable characteristic of communities and societies (underpinning community and social cohesion and mitigating crime and social dislocation) and as a valuable asset for individuals, enabling access through social networks to employment, skills, health and other benefits. This study relies on qualitative and quantitative data analysis to identify the factors and social processes that contribute to the development of young people’s social capital in two multicultural, inner-city secondary schools in London. In addition, it explores how young people’s social capital relates to educational and wider outcomes. This project focuses on three different forms of social capital: students ’ sense of school belonging (bonding social capital), their attitudes to diversity (bridging social capital) and social support networks. An embedded-context approach is employed in researching these questions, looking at factors and processes situated at different levels of analysis, including peer-group relationships and school and neighbourhood processes and characteristics.
Family-school relations as social capital: Chinese parents in the United States
- The School Community Journal
, 2008
"... Abstract Guided by both Coleman and Bourdieu's theories on social capital, ..."
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Abstract Guided by both Coleman and Bourdieu's theories on social capital,
