Community Schools as a Vehicle for Social Justice and Equity

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Author(s): Monica A. Medina (Indiana University-Purdue University Indianapolis, USA), Khaula H. Murtadha (Indiana University-Purdue University Indianapolis, USA)and Jim Grim (Indiana University-Purdue University Indianapolis, USA)
Copyright: 2020
Pages: 18
Source title: Emerging Perspectives on Community Schools and the Engaged University
Source Author(s)/Editor(s): Robert F. Kronick (University of Tennessee, USA)
DOI: 10.4018/978-1-7998-0280-8.ch005

Keywords: Education / Higher Education / Information Science Reference

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Abstract

A deficit narrative of academic success in low-performing schools is articulated in cultural norms set by those who fail to understand how poverty and racial inequality manifests through daily interactions, beliefs, and biases. Work to address race and poverty are emotional, complicated, and challenging because the concepts are avoided, minimized, or disputed by a dominant narrative and privileged cultures that oppress students of color. This chapter is not about a study of race or poverty nor does it seek to forward understanding of how race and class intersect. Instead, it focuses on the ways a university has promoted social justice and equity in the development of community schools. This work encompasses: the influence of change through advocacy and policy, issues of school culture and climate, and shared leadership. It recognizes emerging perceptions impacting health, violence, and food security that cause socio/emotional issues not considered when critically addressing issues of race and poverty. Therefore, community schools are a vehicle for social justice and equity.

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Community Schools as a Vehicle for Social Justice and Equity

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