Rebuilding Solidarity Through Advocacy Leadership

Principals Building Coalitions to Fight Exclusion and Displacement in Gentrifying Communities

Datos Bibliográficos

ID8923677
AutoresChy McGhee (New York University, autor de correspondencia), Aisha Haynes (New York University)
Año2022
Volumen58
Número3
Páginas386-403
Fecha de publicación2022-03-07
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2022.2033752
OpenAlexW4220668956
IdiomaEN
Citas recibidas3
Referencias citadas45

Background School leader decision making can be complicated by the enrollment of affluent, and often white families in educational spaces that have served low-income, Black, and Brown families post-Brown. Principals’ behaviors influence whose power is coalesced and wielded to make school-wide curricular, budgetary, and personnel decisions.Methods This collaborative study used interviews as the primary method to capture two elementary, two middle, and two high school principals’ attempts to build coalitions with low-income families of color in their schools. Data was drawn from two separate studies analyzing school gentrification in the Mid-Atlantic region of the United States. Using micropolitical theories and drawing on studies promoting a more community-centric approach to school leadership, the data was coded and organized into broad themes. These themes relate to coalition-building’s power in resisting the exclusion and marginalization of families most impacted by inequity in gentrifying schools and their neighborhoods.Findings Findings reveal that principals implemented strategies ranging from engaging in deliberate partnerships with Black and Brown families, implementing anti-racist curricula, and other means of centering Black and Brown communities.Implications Although principals can buffer long-standing families from gentrification’s deleterious consequences, there is a need for principals to unite with families and other school principals for a broader and more targeted and formalized dissent and policy strategy to ensure low-income Black and Brown families drive decision-making in schools and their districts

Community organizing · Curriculum · Dissent · Economic growth · Economics · Gentrification · Inclusion (mineral · Pedagogy · Political science · Politics · Power (physics · Public relations · School choice · Sociology · White (mutation · Gender Studies · Indigenous and Place-Based Education · Law · Parental Involvement in Education · School Choice and Performance