By Mark R. Warren
"A fit on Dry Grass argues that group organizing represents a clean and promising method of college reform as a part of a broader time table to construct energy for low-income groups and tackle the profound social inequalities that have an effect on the schooling of children."--Publisher's web site. advent: a brand new move for fairness and justice in schooling -- How group organizing works --"A fit on dry grass": organizing for excellent faculties in San Jose -- "An urge for food for change": development relational cultures for tutorial reform and civic engagement in l. a. -- "Our power is the facility of our community": political schooling and the continuation of the fight in Denver -- "Weaving a tapestry that will not unravel": the transformation of schooling within the Mississippi Delta -- "Acts of leadership": construction robust varieties of guardian participation in Chicago -- "Cement among the bricks": development colleges and groups in manhattan urban -- construction strength and relationships to rework groups and faculties -- end: classes for faculty reform and democracy construction -- Appendix: A collaborative learn technique
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Additional info for A match on dry grass : community organizing as a catalyst for school reform
This view represents a different paradigm from the typical approach of school reformers who are focused sharply, some might say narrowly, on improving schooling outcomes. We do not want to be misunderstood. Certainly, community organizers and parent leaders care deeply about improving education and educational outcomes for their children. But that is not their only goal, nor do they think such improvement will occur outside of processes that cultivate individuals with the capacity to shape their lives and contribute to empowering their communities.
Given our analysis of the importance of relationships to school reform, this kind of power is particularly critical to organizing work in education. ” This kind of power resides in the capacity to take action. If unilateral power involves power “over,” relational power emphasizes power “with” others, or building the power to accomplish common aims. Unilateral power is zero-sum, but relational power represents a win-win situation. In other words, organizing groups build power to influence education reform, but they are also looking to build power with educational institutions to cultivate and achieve shared objectives whenever possible.
PACT also had many early victories in education, such as securing funding for homework centers throughout the city of San Jose, building a youth center in Alum Rock, and gathering support for alternative education high schools. As one of several organizing groups in San Jose, PACT leaders decided to invest their energy into improving public schools and ramped up their focus on education issues in 2000. From Real to Ideal: Organizing for Education in Alum Rock In 2000, PACT parent leaders in the Alum Rock school district were working on a campaign to train teachers how to do home visits with their students’ families, an approach pioneered by PACT’s sister organization in Sacramento and supported by the state through the Nell Soto Home Visitation grants made possible by PICO’s efforts.
A match on dry grass : community organizing as a catalyst for school reform by Mark R. Warren