How School Community Members Discuss Power During a Community School Implementation: A Case Study

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Abstract

School communities need to be a part of the decision-making processes that control what happens in their schools. Too often, these decisions come from top down entities that are far removed from the school itself. Community schools could be the model that provides grassroots members access to power. These schools are public schools that create partnerships between the public school and the resources in that community. Using a Foucauldian inspired theory about power and how it is shifted through relationships, this study seeks to understand how school community members talk about power following a community school implementation. A critical discourse analysis is used. Initial analysis shows themes involving leadership, organizing techniques, COVID responses, and changes in decision making processes.

Author

• Jessica Ferra Benton, University of North Carolina - Chapel Hill