51.044 - Separate and Equitable: Can Community Schools Offer Equitable but Racially Segregated Educational Opportunities?

Session Type: Symposium

Abstract

The renewed interest in community schools is in part due to the organizing efforts of low-income Black and Latino parents who want quality public schools in their neighborhoods. This approach is raising questions about the possibilities and limitations of place-based school reform efforts. Community schools are ideally responsive to the needs of the community by creating mechanisms for community control and increased resources. This debate hearkens back to DuBois’ 1935 question “does the Negro need separate schools?” and points to core differences in approaches to racial equity in education. In this session researchers and organizers discuss these questions and consider the implications for equitable education for students of color. Session attendees will be encouraged to actively engage.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Context and Structural Inequalities

Chairs

• Jeannie Oakes, University of California - Los Angeles

• Sonya Douglass Horsford, Teachers College, Columbia University

Papers

• Exploring Progressive and Regressive Dimensions of Community-­Based Charter Schools in a Segregated City - Terrenda Corisa White, University of Colorado-Boulder

• Community Schools and the Continued Struggle for Equitable Education in Black Communities - Zakiyah Shaakir-Ansari, Alliance for Quality Education

• Community Schools and Community Control: The Possibilities and Limitations of Community Engagement in Community Schools - Julia A Daniel, University of Colorado - Boulder

Discussant

• Tina M. Trujillo, University of California - Berkeley