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ERIC Number: ED520308
Record Type: Non-Journal
Publication Date: 2010
Pages: 209
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-9497-1
ISSN: N/A
Ordinary Alchemy: Understanding School and Community Co-Development through the Experiences of a Community School
Diaz Pineiro, Odalys Maria
ProQuest LLC, Ed.D. Dissertation, New York University
Practice and inquiry into school-community connections have been guided by problematic assumptions about the role of neighborhood schools, community based institutions, and local economic development policies in the evolution of urban communities. Formal relationships between schools and urban neighborhoods grounded in these assumptions have been oriented toward creating sophisticated service and accountability systems to address perceived deficits in the lives of urban children and their families. Insights into connections that create opportunities and resources for the equally evident potential of inner-city residents, students, and educators to meaningfully engage in ordinary acts of self-determination and development are scarce. The purpose of this study was to understand school and community co-development as interactive processes through the experiences of an urban public school that emerged from a parent-led community mobilization. Descriptions of their efforts provide alternate coordinates on which to map and explore school-community connections grounded in the aspirations, capacities, and praxis of urban community members themselves and their partners. Knowledge gained from their experiences expand our notions about the range of potential points for co-evolutionary connectivity between schools and their communities and clarify processes that facilitate or frustrate the release and expression of the creative capacities of urban community members as they participate in their own development. Keith's (1996) Community Development Model for Schools informed by constructs drawn from Zohar and Marshall's (1994) discussion of quantum systems provided the primary framework for the study. Data generation strategies were grounded in qualitative research principles, conceptual alignment with the roles of inquiry and the inquirer in action research, and an inner resonance between the methods and notions of co-participation as posited in the conceptual framework. Insights drawn from this case suggest that: (1) development is a process of fulfilling and expressing individual and collective potential; (2) community and school co-development is a catalytic and cumulative process; (3) experiences of co-participation are complex and multidimensional; (4) the co-participatory realm is the sphere where potential is evoked and manifested; (5) the nature of involvement is rooted in the drive for self-actualization; and (6) self-development efforts occur within and are affected by co-participation and interacting contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A