{"title":"School-Centered Community Development and a Quest for Spatial Justice: Exploring Competing Theories of Action in Baltimore","authors":"Ariel H. Bierbaum, Alisha Butler, Erin O'Keefe","doi":"10.1080/14649357.2022.2113556","DOIUrl":null,"url":null,"abstract":"Abstract 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 Buildings Program and center meso-level actors – city agencies and the school district – to analyze how divergent theories of action that undergird community development can challenge cross-section implementation and coordination. We also reflect on potential pathways to align and integrate schools into community development practice. Our analysis contributes to understanding across disciplines by incorporating schools in the constellation of actors in community development practice, and in doing so augments foundational theories of urban justice and community development.","PeriodicalId":47693,"journal":{"name":"Planning Theory & Practice","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Planning Theory & Practice","FirstCategoryId":"96","ListUrlMain":"https://doi.org/10.1080/14649357.2022.2113556","RegionNum":2,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"REGIONAL & URBAN PLANNING","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract 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 Buildings Program and center meso-level actors – city agencies and the school district – to analyze how divergent theories of action that undergird community development can challenge cross-section implementation and coordination. We also reflect on potential pathways to align and integrate schools into community development practice. Our analysis contributes to understanding across disciplines by incorporating schools in the constellation of actors in community development practice, and in doing so augments foundational theories of urban justice and community development.
期刊介绍:
Planning Theory & Practice provides an international focus for the development of theory and practice in spatial planning and a forum to promote the policy dimensions of space and place. Published four times a year in conjunction with the Royal Town Planning Institute, London, it publishes original articles and review papers from both academics and practitioners with the aim of encouraging more effective, two-way communication between theory and practice. The Editors invite robustly researched papers which raise issues at the leading edge of planning theory and practice, and welcome papers on controversial subjects. Contributors in the early stages of their academic careers are encouraged, as are rejoinders to items previously published.