Alisha Butler
Datos Biográficos
| ID | 4642314 |
|---|---|
| NOMBRE | Alisha Butler |
| NOMBRES | Alisha |
| APELLIDO | Butler |
| FIRMA | BUTLER A |
| AFILIACIONES | Wesleyan University |
| ORCID | 0000-0002-0613-2587 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 21 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Walking the Line Between Saviorism and Social Activism
This qualitative meta-analysis reanalyzed interview data from five studies to examine how 163 racially diverse gentrifier parents in Washington, D.C., and New York City experienced a tension between their desire to serve the school community and common good and to be served by educational institutions and impart their own values and priorities. As they navigate their community and school choice processes, our analysis shows how “socially consciou…
Gentrification in motion
Planning for the Pushback
Purpose: Gentrification continues to transform the culture and context of urban schools and neighborhoods across the United States. Educators (i.e., school administrators, teachers, and staff) can play pivotal roles in producing or constraining school gentrification. In this article, I use micropolitical perspectives on education to examine the changing political terrain of gentrifying schools and how educators respond to parent gentrifiers’ scho…
“It’s a Chance, Not a Choice”
Background: Public education reforms, such as expanded school choice, have become a critical lever for remaking urban landscapes. These reforms often aim to attract and retain affluent and White families in urban schools, so scholars have examined how these parents navigate the perceived risk of choosing these schools for their children. Purpose: This paper extends this scholarship to understand how other families experience these reforms in gent…
Leveraging Community Schools for Community Development
This study leverages data collected from a study of Baltimore's 21 st Century School Buildings Program to understand the potential of a school facilities investment to catalyze community development. We leverage a school-community partnership typology to examine partnerships at 21CSBP schools in three neighborhoods. We found that schools provided critical resources to their school and place-based communities and were linked to community developme…
School-Centered Community Development and a Quest for Spatial Justice
The role of public education and schools in the struggle for spatial justice is underappreciated because school and neighborhood improvement have largely been viewed as distinct processes. This article builds a conceptual and empirical argument to explore the intersections of spatial and educational justice specifically in community development practice. We draw on qualitative data collected from a study of Baltimore’s twenty-first Century School…
School-centered community development
This article uses the case of Baltimore’s 21st Century School Buildings Program (21CSBP) to investigate the potential of leveraging a school facilities investment for community development. We find that school facilities investments have the potential to catalyze community development along four domains: social, institutional, economic, and physical. However, existing market conditions and community trust and social cohesion can facilitate or con…
What’s Best for My Child, What’s Best for the City
Place Matters
Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter dra…
Toward a Multivocal Research Agenda on School Gentrification
Debates on gentrification’s effects on public education motivated two independently conducted literature reviews about (a) how the increasing presence of middle- and upper-class residents affected public schools in gentrifying communities, and (b) what were gentrification’s effects on the schooling experiences of students who resided in the communities prior to changes in neighborhood demographics (i.e., long-term and racial and ethnic minority f…
School-centered community development
This article uses the case of Baltimore’s 21st Century School Buildings Program (21CSBP) to investigate the potential of leveraging a school facilities investment for community development. We find that school facilities investments have the potential to catalyze community development along four domains: social, institutional, economic, and physical. However, existing market conditions and community trust and social cohesion can facilitate or con…
What’s Best for My Child, What’s Best for the City
Leveraging Community Schools for Community Development
This study leverages data collected from a study of Baltimore's 21 st Century School Buildings Program to understand the potential of a school facilities investment to catalyze community development. We leverage a school-community partnership typology to examine partnerships at 21CSBP schools in three neighborhoods. We found that schools provided critical resources to their school and place-based communities and were linked to community developme…
Toward a Multivocal Research Agenda on School Gentrification
Debates on gentrification’s effects on public education motivated two independently conducted literature reviews about (a) how the increasing presence of middle- and upper-class residents affected public schools in gentrifying communities, and (b) what were gentrification’s effects on the schooling experiences of students who resided in the communities prior to changes in neighborhood demographics (i.e., long-term and racial and ethnic minority f…
Place Matters
Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter dra…
School-Centered Community Development and a Quest for Spatial Justice
The role of public education and schools in the struggle for spatial justice is underappreciated because school and neighborhood improvement have largely been viewed as distinct processes. This article builds a conceptual and empirical argument to explore the intersections of spatial and educational justice specifically in community development practice. We draw on qualitative data collected from a study of Baltimore’s twenty-first Century School…
School-centered community development
This article uses the case of Baltimore’s 21st Century School Buildings Program (21CSBP) to investigate the potential of leveraging a school facilities investment for community development. We find that school facilities investments have the potential to catalyze community development along four domains: social, institutional, economic, and physical. However, existing market conditions and community trust and social cohesion can facilitate or con…
What’s Best for My Child, What’s Best for the City
“It’s a Chance, Not a Choice”
Background: Public education reforms, such as expanded school choice, have become a critical lever for remaking urban landscapes. These reforms often aim to attract and retain affluent and White families in urban schools, so scholars have examined how these parents navigate the perceived risk of choosing these schools for their children. Purpose: This paper extends this scholarship to understand how other families experience these reforms in gent…
Leveraging Community Schools for Community Development
This study leverages data collected from a study of Baltimore's 21 st Century School Buildings Program to understand the potential of a school facilities investment to catalyze community development. We leverage a school-community partnership typology to examine partnerships at 21CSBP schools in three neighborhoods. We found that schools provided critical resources to their school and place-based communities and were linked to community developme…
Gentrification in motion
Planning for the Pushback
Purpose: Gentrification continues to transform the culture and context of urban schools and neighborhoods across the United States. Educators (i.e., school administrators, teachers, and staff) can play pivotal roles in producing or constraining school gentrification. In this article, I use micropolitical perspectives on education to examine the changing political terrain of gentrifying schools and how educators respond to parent gentrifiers’ scho…
Walking the Line Between Saviorism and Social Activism
This qualitative meta-analysis reanalyzed interview data from five studies to examine how 163 racially diverse gentrifier parents in Washington, D.C., and New York City experienced a tension between their desire to serve the school community and common good and to be served by educational institutions and impart their own values and priorities. As they navigate their community and school choice processes, our analysis shows how “socially consciou…
Political science (8 obras) · Sociology (8 obras) · School Choice and Performance (7 obras) · Parental Involvement in Education (6 obras) · Economic growth (4 obras) · Economics (4 obras) · Gentrification (4 obras) · Pedagogy (4 obras) · School choice (4 obras) · Community development (3 obras)