Saved by the School Community Strategy

School-Community Alliances for Promoting School Success in Disadvantaged Neighborhoods During Times of Austerity

Datos Bibliográficos

ID10857197
AutoresAna Belén Cano-Hila (0000-0003-3145-9466, Universitat de Barcelona), Angelina Sánchez-Martí (0000-0002-4719-4688, Universitat Autonòma de Barcelona, autor de correspondencia)
Año2024
Volumen59
Número6
Páginas1676-1706
Fecha de publicación2024-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00420859221094997
OpenAlexW4224276848
IdiomaEN
Citas recibidas2
Referencias citadas42

Whilst there are many advocates of the notion that a fluid school-neighborhood relationship can improve education, there are gaps in the conceptual and empirical study of school and community governance models. This article analyses how two schools and social actors in two disadvantaged neighborhoods relate, collaborate, and organize to encourage school success for all students. The results make visible the origin and organizational dynamics of the school-community alliances in each community. Partnerships, based on a bottom-linked governance system at the school and community level, are a strategic approach for working together in developing a citizenry that can address both present and future challenges

Austerity · Business · Corporate governance · Disadvantaged · Economic growth · Pedagogy · Political science · Politics · Public relations · Sociology · Education Discipline and Inequality · Parental Involvement in Education · Teacher Education and Leadership Studies