School-Centered Community Development and a Quest for Spatial Justice: Exploring Competing Theories of Action in Baltimore

IF 3.4 2区 经济学 Q1 REGIONAL & URBAN PLANNING
Ariel H. Bierbaum, Alisha Butler, Erin O'Keefe
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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.
以学校为中心的社区发展与空间正义的探索:巴尔的摩的竞争行动理论探索
摘要公共教育和学校在争取空间正义的斗争中的作用被低估了,因为学校和社区的改善在很大程度上被视为不同的过程。本文构建了一个概念和实证论证,专门探讨社区发展实践中空间正义和教育正义的交叉点。我们利用从巴尔的摩21世纪学校建筑计划和中心中层行为者——城市机构和学区——的研究中收集的定性数据,分析支撑社区发展的不同行动理论如何挑战跨部门的实施和协调。我们还思考了将学校与社区发展实践相结合的潜在途径。我们的分析通过将学校纳入社区发展实践的参与者群体,有助于跨学科的理解,并在这样做的过程中增强了城市正义和社区发展的基础理论。
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来源期刊
CiteScore
5.40
自引率
5.10%
发文量
35
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.
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