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Opioid overdose deaths are dramatically increasing in the United States and disproportionately affecting minority communities, with the increasing presence of fentanyl exacerbating this crisis. Developing community coalitions is a long-standing strategy used to address public health issues. However, there is a limited understanding of how coalitions operate amid a serious public health crisis. To address this gap, we leveraged data from the HEALing Communities Study (HCS)--a multisite implementation study aiming to reduce opioid overdose deaths in 67 communities. Researchers analyzed transcripts of 321 qualitative interviews conducted with members of 56 coalitions in the four states participating in the HCS. There were no a priori interests in themes, and emergent themes were identified through inductive thematic analysis and then mapped to the constructs of the Community Coalition Action Theory (CCAT). Themes emerged related to coalition development and highlighted the role of health equity in the inner workings of coalitions addressing the opioid epidemic. Coalition members reported seeing the lack of racial and ethnic diversity within their coalitions as a barrier to their work. However, when coalitions focused on health equity, they noted that their effectiveness and ability to tailor their initiatives to their communities' needs were strengthened. Based on our findings, we suggest two additions to enhance the CCAT: (a) incorporating health equity as an overarching construct that affects all stages of development, and (b) ensuring that data about individuals served are included within the pooled resource construct to enable monitoring of health equity.

The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants' perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities.

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.

The purpose of this study was to determine if participation in the Community Action Poverty Simulation (CAPS) had an impact on rural educator candidates' and practicing rural educators' attitudes toward poverty (ATP). The group of rural educator candidates are students pursuing an undergraduate degree in education at a small, rural university in Alabama. Practicing educators who participated in the research were from a rural school in west Alabama. The CAPS is a one-hour simulation made up of four 15-minute weeks. Each 15-minute time segment simulates one week in poverty. In each week, participants have various tasks to complete in the allotted time. Participants in the simulation take on the roles of individuals living in poverty. Data was examined from two different simulation groups, rural educator candidates and practicing rural educators. All participants completed a demographic information sheet and the Pretest before participation in the CAPS. Following the simulation, all participants are involved in the debrief session. This session, led by the facilitator, allows participants to discuss the range of feelings they experienced during the simulation. After the debrief portion of the simulation, participants completed the Posttest. Statistical analysis using SPSS was conducted. Data were analyzed using a paired samples t-test. The results indicated an increased (more positive) ATP score (M[subscript 1] = 3.65, M[subscript 2] = 3.68) for rural educator candidates, but there was not a statistically significant difference (p=0.578). However, the data for practicing rural educators indicated an increase in the ATP score (M[subscript 1] = 3.51, M[subscript 2] = 3.68) and a statistically significant difference (p=0.000). Based on the data analysis, it was concluded that participation in the CAPS has a greater impact on practicing educators versus undergraduate education majors. Rural school leaders grapple with ways to ensure students living in poverty have the same learning opportunities as other students to thrive academically. Often school accountability is focused on high-stakes testing results. Across the nation, there is an increase of children from homes of poverty, who have unique educational needs. Rural schools are faced with barriers such as funding, isolation, and community support. School leaders must ensure faculty and staff have a clear understanding of poverty and how poverty can affect a student's educational journey; hence, the need to provide poverty simulation training.

This article analyzes a Participatory Action Research (PAR) Project focused on improving public safety and community lighting in one Latinx immigrant community in California as a case example to better understand the possibilities for university-community-government partnerships. The article explores residents' motivations for their sustained participation in the project, the relationships and power dynamics that led to a $100,000 commitment from the city government to fund the recommendations of the PAR collective, and the social contexts that allowed community residents to position themselves as community leaders as the PAR project progressed over the 2021-2022 academic year. This case example illustrates how including key stakeholders from powerful community institutions in the PAR process not only created opportunities for dialogue and social change that would not have occurred without this collaboration, but also provided critical spaces for the women to develop their stance as political actors in relationship to people in power.

This article presents the "Readiness for Solutions to Lower Violence Model (ReSOLV)" a model generated from Elinor Ostrom's Institutional Analysis Framework, as an alternative approach for adopting equitable and evidence-based strategies to reduce violence in schools and communities. The article explores application of the model within the context of three unique study sites from a longitudinal study in California involving one large county urban school district and county, one small city and school district, and one rural city and school district. We review prevailing approaches for responding to school and public safety problems and examine relevant literature on individual, organizational and community readiness to change the status quo in favor of evidence-based solutions. Implications for school safety research and practice are discussed.

This study explores the experiences of academic developers engaged in creating a cross-institutional community, the Academic Development Collective (ADC). The ADC was formed to address inequities in resources for educational development across institutions in one U.S. state. Semi-structured interviews with 7 participants were used in a case study approach to examining how the ADC emerged from reacting to crises into a more proactive role addressing inequities in academic development. Findings revealed that participation in the ADC provided members with empathetic support and critical friends, and that cross-institutional collaboration enabled collective action. Members described how distributing expertise through initiatives drove systemic change, particularly in increasing equitable access to faculty development opportunities through resource-sharing. Engagement with the ADC enabled members to expand their capacities, share resources, and provide enhanced development opportunities for local faculty/staff. Recommendations include prioritizing diverse strengths, fostering collaborations beyond resource-sharing, balancing ameliorative and transformative strategies, and institutional investment in leadership and facilitation of collectives. This research illuminates how academic developers can build supportive professional communities to mitigate institutional inequities and transform existing structures through collective action.

This paper presents the provocation that 'unmediatised liveness', or experiences not filtered through digital technology, is vital to performances that promote recovery, resistance, and survival among young people in response to the climate crisis. Our provocation draws from interviews conducted with youth theatre and performance practitioners in Australia whose work addresses the climate crisis holistically across disaster preparedness, first response, disaster recovery, and climate activism. We argue that while mediatised interactions remain a critical element of contemporary youth culture and performance, unmediatised co-presence, artistic collaboration, community action, and activism are crucial in the high-stakes context of Australia's climate crisis.

High-quality Early Childhood Education and Care (ECEC) is an important component of thriving communities. It is central to the socio-emotional and intellectual growth of young children, to the ability of parents to go to work, and to the ability of employers to find and retain workers. Despite this centrality, there is a profound shortage of ECEC in many communities, which has only been made worse by COVID-19. This study took place in rural Kentucky pre-pandemic, where approximately half of all residents lived in "childcare deserts"--a situation facing a growing number of communities. This research demonstrates that while financial factors affect the undersupply of childcare in a single community, there are also additional, more opaque, and under-theorized factors at play. Specifically, we argue that misconceptions around families' ability and willingness to pay for ECEC, what families prioritize in an ECEC setting, and ambiguous terminology result in misunderstandings and miscommunication that, in turn, affect perceived solutions to the problem of the childcare desert. In short, when different stakeholders use different language and assumptions to describe their goals and ideas about ECEC, it is hard to reach community consensus about how to add the high-quality options that families desire and value. Drawing upon survey and interview data collected from parents and childcare providers, as well as local newspaper articles and during community forums, we uncover barriers that may hinder efforts to strengthen ECEC options; notably, many barriers are surmountable. Ultimately, this research points to concrete steps that communities can take to help bolster ECEC and, thus, communities at large.

Educational theory has tended to avoid discussions of how the less powerful might come together to contest oppression. Yet strategies for collective action are learned practices, like any others. While there are no "rules" for social action, different traditions provide useful "rules of thumb." This article lays out some core theoretical assumptions of one tradition of social struggle: the "neoAlinsky" model within the broader tradition of local community organizing. These, of course, are ideals--the actual "sausage making" of social action often diverges quite significantly from them. The author concludes by discussing possibilities and limitations for drawing on this theory in educational settings.

Inner-city school systems serving marginalized populations around the world are hindered by undemocratic and anti-public, political forces given global neoliberalism. This paper highlights a three-year case study of community organizers' efforts to resist such forces and increase school access, equity, and local control in Detroit, MI (USA). Authors emphasize how the leadership of African American mother organizers was particularly instrumental to positive change. Literature on educational activism, leadership, and community organizing help frame the organizational and political value of the organizers' efforts. In-depth interview, observation, and artifact data further reveal how the activist-mother-organizers, motivated by their spiritual beliefs and liberatory aims, guided effective educational reform campaigns to oppose school closure and cultivated critical hope among their fellow organizers through a process the authors name as "spiriting urban educational justice." Spiriting urban educational justice involves enacting border crossing and boundary spanning activities to navigate placed-based politics and seek educational equity with spiritual clarity and drive. Authors discuss how school and district leaders can learn from this process and collaborate with activist-organizers who serve as spiriters of justice to improve urban schools.

Ambassadors for Biodiversity (EmBio) is an ocean literacy research project that contributes to the improvement of literacy on marine and coastal biodiversity, namely encompassing the areas covered by the Natura 2000 Network, by promoting coastal and oceanic resources conservation and natural and cultural values preservation of the Portuguese western Atlantic coast. This project directly promotes the achievement of the Sustainable Development Goals (SDGs) and the implementation of 2030 Agenda developed by the United Nations and adopted by most countries in the world, which define the priorities and aspirations for global sustainable development until the year of 2030, mobilizing a world-wide effort to meet a common set of goals and objectives. This paper contributes to understanding how ocean literacy, and specifically the EmBio research project, fits into the international agenda for sustainable development and the SDGs and its targets. Through an analysis and a comparison between the project EmBio and the SDGs, it was possible to identify connections on 11 out of 17 goals and 31 out of 169 targets, with a special emphasis on the SDG 14--Life Below Water. The results highlight the relevance of this project and, especially, ocean literacy for the accomplishment of the SDGs.

Environmental justice, a phrase first used in reference to the activism of a community in Warren County, NC in the late 1970s, is a broad category of work at the intersection of caring for nature and caring for people. Residents of the majority black county sought relief from the impending designation of a landfill site in the county as a dumping site for toxic chemicals. This effort was supported by the NAACP and both local congregations and national staff of the United Church of Christ (UCC). Their efforts led to the first true national attention on what has become known as "environmental racism." In this article, I describe additional ways the UCC continued to play a key role in the environmental justice movement. I then describe the current effort to develop a certificate program in environmental justice by PATHWAYS Theological Education, Inc and the role wonder has played throughout all of these efforts.

This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students' sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimensions of belonging (relationships, place, agency, and inclusion) to analyze the data, the study found that students experienced a sense of belonging through a culture of care, peer relationships, and community-building activities. Translanguaging practices supported students' identities as bilinguals and were a way to include students whose language proficiency was still in the emerging stages. Strong TWBE program cohesion appeared to positively mediate the transition from primary to secondary school. However, students experienced monolingual attitudes and ideologies outside the program, undermining their sense of belonging in school. The study concludes that TWBE programs are uniquely situated to engage in practices that support students' sense of belonging and, through these practices, create, open up, and sustain identity options for bilingual learners in middle school.

Queer worldmaking (QWM) in art therapy offers liberatory sex-positive interventions and modes of critical inquiry that affirm the lives, imaginations, and pleasures of all who enter the studio. The authors provide three major strategies for QWM in art therapy. A queer ethos of care decenters cis-heteronormativity by embracing the diversity of sexuality and gender identity and expression as valuable ways of knowing. A radically inclusive studio prioritizes queer and trans pleasure in establishing physical, psychological, and imaginal safety. Facilitating critical connections with(in) art and the community centers LGBTQ+ historical strategies of care for healing and social justice. Art therapists can unite in the shared pursuit of making queer(er) worlds for individual healing and social transformation.

This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities - teaching, learning and research - must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of 'employability', this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community-centric approach to research and pedagogy - and the nurturing of graduates that do not just 'fit into' the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist.

This article draws on data from a larger project that is founded on four narrative case studies that examine the ways in which Black activists in Toronto mobilize their cultural production--namely, spoken word poetry and rapping--in support of their activism, community education, and community organizing work. This particular article is founded on the work of Kofi, a pseudonym for a Toronto activist who mobilizes spoken word poetry as a method of community organizing and as a medium for Black folks to speak to their emotional lives and communal healing practices. As such, the particular narratives shared in this article continue to provide important contributions to the "new era of black words" (Fisher 2003, 362). It is through this creative labor, these activists and cultural producers address the sociology of anti-Black racism that deeply influences the lives of Afrodiasporic people in Canada. They are composers and constructors of strategies and perspectives that are founded within the historical, political, cultural, and social forces influencing Black Canada (McKittrick 2002; Austin 2013). This work continues the conversation about what it means to be Black in Canada, providing counternarratives that stand against the hegemonic and often racist ways Black people and Black communities are imagined in Canada (Austin 2013).

The paper focusses on three aspects of our work with the urban poor: utilization of participatory research methodologies to elicit local knowledge in forms that do not require traditional education; building capacities to create active organized citizenry through catalysing Settlement Improvement Committees, which are representative bodies (involving youth, women and men) of the urban poor aimed at advocating interests of the community, and planning for collective positive action; and enabling communities and their organizations to utilize technology-enabled mobile surveys to collect their own data, leading to the demystification of technology and allowing for utilization of data for planning (for individual and community-level action), monitoring the implementation of these plans, as well as seeking access to services from state actors. This paper was presented in an International Research Symposium on "Other ways of knowing and doing", organized by the O.P Jindal Global University. The symposium was an opportunity to discuss the utilization of technology combined with participatory methods for the production of knowledge, and catalyzing social change actions by the urban poor in selected Indian cities.

Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building between schools and community health, mental health, and social service agencies. Here, engagement and disengagement challenges are reframed as opportunities for collective action, including interprofessional teams, community agency-school partnerships, cross-sector collective impact formations, cradle-to-career system building, and community development initiatives. Together these collective action forms signal new institutional designs which are fit for purpose when child/family poverty, social exclusion, and social isolation conspire against student engagement and school success.

The global Occupy! actions gave some pause for thought. At first, some thought that this was a global movement that could change the way politics was conducted and maybe see the end of capitalism as we knew it. The hopes for Occupy! were high, but the highest hopes for the movement were short lived. This paper examines Occupy!'s legacy; what potential remains and where educators might go with it. An argument is presented that Occupy! became an empty signifier: a 'bucket' of discontent into which thousands of disjointed, dissenting voices and discontents were poured, ranging from the original Wall Street encampment to the Umbrella revolution in Occupy Central. The paper looks at the power of the 'empty signifier' as a galvanising mechanism and explores what this could mean for education. The notion of occupying the curriculum in HE will be explored as a unifying mechanism for multidisciplinary teaching and learning.

A new study reveals four responses school leaders typically take toward conflict among students--but one rises above the rest for success. Research shows that community-driven responses to acts of intolerance can reenforce a school culture of inclusivity. Researchers John Rogers and Joseph Kahne present case studies from schools across the country that offer various views on what this strategy looks like in practice.

Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.

This article expands upon and problematizes the practice of community-engaged research (CES) through the lens of school closings. Rather than employ a one-dimensional view of CES that portrays university researchers and community partners as collaborating equally on all stages of the research, we suggest a broader, more flexible understanding that incorporates various contextual factors. Drawing on local examples, from New York City and Baltimore, and one national effort to resist school closings, we present three forms of CES: participatory action research (PAR), in which university researchers and community partners collaboratively engaged in almost all aspects of the process; the engaged learner, in which the researcher documented a community organizing campaign with the full support of the campaign organizers; and a grassroots listening project implemented without university partners. In each case, participants had to navigate the thorny issues of power differentials, race and racism, ownership and voice, and presentation and representation. Difficulties notwithstanding, CES has made important contributions to both the literature on and practice of school closings. We conclude the article with a discussion of some of the lingering tensions that characterize community - engaged scholarship.

Advocacy coalitions have the potential to be a vehicle for community-based education reform in urban school systems, where state legislatures have increasingly adopted top-down policies such as state takeover and accountability systems. Yet, coalitions are influenced by and create their own informal and formal power structures that can include or exclude certain stakeholders and perspectives. In this study, the Advocacy Coalition Framework was used alongside critical discourse analysis of interviews, documents, and more than 50 news articles to explore how power and ideology shaped policy in the Coalition for the Future of Detroit Schoolchildren. We find that personal stories, political loyalties, and prior reform experiences shaped the narratives of Coalition members. While discourse from and about the Coalition was narrower in scope and representation during a tough legislative battle, the group's policy victories and organizational infrastructure created potential for substantive community-led reform in the years following. This suggests that community-based education reform may require advocates to strategically sequence the promotion of diverse stakeholder interests in order to achieve broad coalition goals.

Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers' capacities to operate as political actors, in opposition to standardized and apolitical professional models.

The learning outcome, "Students will learn to engage with and impact society," is common in curricular frameworks addressing undergraduate sociology education; however, it does not receive adequate coverage compared to other competencies. The lack of attention to this outcome coupled with the tendency to focus heavily on social problems may cause some students to leave sociology classes with increased cynicism and helplessness. This research therefore assesses an upper-level elective sociology course designed to challenge this proclivity by guiding students toward the recognition of their agency. Precourse and postcourse surveys (N = 47) are analyzed to uncover student attitudes regarding agency and social change. Results indicate the course prompted an increase in the students' optimism and confidence in their ability to impact society. This type of course, both as an entity and in its transferable components, can provide support for students who want to learn how to engage with their world.

Since November 2018, Australian high school climate strikers have become leaders in the movement for climate action, giving rise to a new generation of young people who have learnt how to lead change. This article focuses on the question of leadership across social movements and in global youth movements. It then investigates the different forms of leadership emerging in School Striker for Climate (SS4C) through a qualitative survey of its leaders. We argue that leadership is multifaceted, shaped by the different strategies that movements use to engage people in collective action. We present three different people power strategies -- mobilising, organising and playing by the rules -- and explore how these different strategies generate varied pathways for leadership development. We identify the strengths and limits of each strategy, and we find that peer learning, mentoring, learning by doing, confrontation, reflective spaces and training are important leadership development tools. This article's greatest strength comes from the positionally of us as researchers -- two of us are student strikers, and the third is an active supporter, giving us a distinctively engaged perspective on a powerful movement for change.

In the wake of Hurricane Maria and in response to the negligent inefficiency of the local and federal governments, community groups and collectives, grassroots organizations, and activists of multiple causes began organizing under the principles of mutual aid and solidarity in Puerto Rico. One of these is the Colectivo Casco Urbano de Cayey (CCUC), a community organization comprised of local activists and community leaders, undergraduate students, and a professor. This essay brings together four members of the collective in a dialogue where they reflect on the central role of solidarity in the CCUC's organizing and projects and the ways solidarity operates as a praxis of self-determination in the face of neoliberal austerity measures in Puerto Rico. We also highlight the relational work that was done prior to establishing the CCUC that enabled its creation. We also discuss how we negotiate our collaborative relationship across difference through critical dialogue and reflection, the challenges that arise because of our colonial subjectivities, and the ways we circumvent colonial logics through other ways of being and relating anchored in solidarity and interdependence.

A fundamental challenge for all instructors in higher education is demonstrating the relevance of the material for our students. With the implementation of new technologies, and facing ever-increasing challenges, instructors need to adapt their approach, especially in the teaching of theory. This presentation provides one such approach. Instead of simply "lecturing" on a theory or having a simple exercise, instructors center their curriculum on a semester-long activity requiring students to put the modified version of the Social Network Strategy (mSNS) theory into praxis. As a result, students not only see the value in the activity itself but are able to recognize the theory's relevance and application in their lives as they commit to using the theory beyond the scope of the classroom. Course: Health Communication. Objectives: This semester-long activity is designed to provide health communication students with an introduction to delivering community-specific communication interventions. First, principles of health communication are identified and taught to students. Second, students facilitate a community-based health communication intervention.

This article is an ethnographic case study of the work of two activist groups in Kansas City, Missouri. It discusses how unhoused activists with the Kansas City Homeless Union, through their 13-month on-and-off occupation of city property, worked to reframe access in ways that moved toward what disability justice activists call collective access, prioritized marginalized lived experience, and asserted their right to control over the resources that impacted their lives. This article ties these interventions explicitly to community writing work through a discussion of how citizen journalists from Independent Media Association, with whom the author has collaborated, documented and crafted narratives around the union's work in ways that demonstrate ways community literacy work can function as rhetorical solidarity practices.

Social movements are at the forefront of fighting for another world as conceptualised through Arundhati Roy's portal. COVID-19 and state measures imposed to contend with it have severely impacted not only the activism of movements, but also their capacity to learn. Translocal social movement learning offers one way in which such learning can continue. This article shares reflections from participants involved in a translocal learning engagement between movement members and activist-scholars from Ghana, South Africa and Canada. It provides an important example of the kind of non-hierarchal social movement learning that can happen at a distance, when movements share, learn and support one another.

While studies have examined leadership efforts to improve community engagement, less is known about how deeply rooted structured discourses, systems, and practices influence leadership actions and responses from communities. Deficit approaches to educational policy reform are pervasive in the most historically marginalized communities and school districts in the United States (US). Drawing on critical policy analysis, this study examines a disengaged school district's leadership of a Federal School Turnaround Policy from the perspectives of minoritized communities in an urban US school district. We analyzed deficit policy discourses, its enactment, and leadership practices using interview data and archived documents. This study found pathological discourses and deficit frames of minoritized communities, embedded in policy enactment, which directly led to leadership practices resulting in community resistance. In this way, we (re)frame disengaged school leadership; the resistance and the tension in response to pathological and deficit structures and ideologies as, at minimum, healthy attempts of redistributing justice and democracy. In addition, our findings highlight that discourses and enactment of turnaround school reforms were intertwined with undemocratic and racialized practices.

The world population has changed spectacularly in the last decades. The growth in life expectancy is forcing a restructure in our policies and, obviously, education. For 2050, there will be 2.000 sixty plus year olds. That is more than 20% of the world population. Besides, discrimination for ageing and, sometimes, abandonment and abuse of elderly people is a frequent and harmful attitude. The main objective of this article is to make a theoretical approach to the work that is carried out from educative cities to that effect. Local governments have an outstanding role when giving response to the challenge of a more and more aged society. One of the obligations of the cities that have joined this international movement is the fulfillment of the charter of EC. In it, it is said that cities should be aware of the mechanisms of inclusion and exclusion that affect them, and the varieties that are coated and will be developed by the needed policies of affirmative action, such as activities directed to the inclusion of that given collective. In a second part of the article, we will make a selection of the main activities with elderly people carried out in the Spanish territory, as a reference of the work towards the inclusion of vital importance for this collective around the world.

This article presents an observational case study of a U.S. Army Corps of Engineers Resource Manager working with community members through a contested project. Using the Aristotelian concepts of ethos, credibility, and character development, I examine ethos appeals the Resource Manager used to align Corps's sustainability values with the community's values. Transcribed interviews with community members reveal this alignment evolved through a coconstructed ethos negotiation process between the Resource Manager and the community. The article concludes with rhetorical and pedagogical insights gained from the case study that apply to conflict resolution in organizational communication.

Community mobilization is a strategy that organizes a community across sectors for long-term change, and is one way for communities to provide supports for young people to make healthy sexual choices. In the context of teen pregnancy, community mobilization can address the interconnected web of factors that influence teen sexual attitudes by bringing together parents, educators, health care practitioners, young people, and other key community stakeholders to address the issue jointly. From 2014 to 2016, Advocates for Youth, through a cooperative agreement with the US Office of Adolescent Health, provided financial support and capacity-building assistance to three communities to address teen pregnancy prevention using a community mobilization approach. In this article, we define community mobilization, describe key benefits, provide an overview of the process used by the three communities to mobilize key constituents, and share key lessons learned from the project. These lessons learned support the central importance of investing time, energy, and resources in a community mobilization process. Funders should consider that the life cycle of community mobilization requires a significant up-front investment of time and resources to ensure a sufficient foundation of relationship cultivation, team building, and planning.

Civic leaders who are highly and effectively engaged often have strong relationships with key stakeholders across institutions and communities. The prevalence and nature of these relationships is not known among those with more typical levels of civic engagement. We were interested in the perceptions of likelihood of individual versus community action on particular topics. We surveyed a random sample of residents of two neighboring French towns and found that people perceive their neighbors to be, on average, more engaged than they perceive themselves to be, and that few individuals can provide specific action steps for how they would tackle social issues in their community. These results suggest that teaching civic action skills, including how to identify key decision makers as possible allies, is important for civic educators.

In the fall of 2013, a parents' group formed to protest the new Common Core based mathematics textbook recently adopted by their school district. Quickly allying with teachers, the new coalition began to, "hammer," the district to drop the Common Core and return to more traditional texts and pedagogies. They did so by speaking at Governing Board meetings, participating in interviews with local newspapers, appearing on a local radio talk show, and forming social media accounts. This intrinsically motivated case study uses qualitative media analysis to examine the texts produced from these and other public declarations to better understand local policy formation through the mechanics of "political spectacle." Political spectacle theory suggests that policy may be formed through dramatic public displays and that policy formed from such spectacles often undemocratically reinforces existing inequalities. The study analyzes the parent, teacher and administration policy actors' use of political spectacle elements such as symbolic language, construction of problems, casting of enemies and allies and distinctions between onstage and backstage drama to understand the adoption, challenge and ultimate rejection of a Common Core based mathematics text in a mid-sized southwestern United States School district.

The Community Readiness Model (CRM) developed and validated by the Tri-Ethnic Center was adapted to identify at-risk communities in six rural Texas counties. Five to six key informants per county were recruited from a variety of community sectors to participate in phone interviews. Paired scorers independently analyzed individual interview responses to the questions assessing the Tri-Ethnic instrument's five community dimensions of readiness. On a scale of 1-9, transcripts were scored across five community dimensions of readiness. Thirty-one interviews were conducted. The overall mean community readiness score for all six counties was 2.5 (SD = 0.5), which is between two stages of denial/resistance and vague awareness. A thematic assessment illustrated the contextual factors impacting community readiness to promote prevention.

The economic value of education to individuals, families, communities, and nations continues to be one of the key justifications for investments in education globally. Yet, the total value of education should capture the value of both economic and non-economic outcomes that accrue to societies, in addition to all private returns. Unfortunately, there has been little progress to date in terms of estimating not just the social economic return from education, but the social non-economic return (i.e. externalities) that accrue from the experience of participating in education, particularly higher education, in a country such as Ethiopia. This paper aims to address these gaps by exploring whether participation in education yields immediate community benefits in Ethiopia. In particular, it addresses the question: is there evidence that young people who have recently participated in formal education are more engaged with community action in Ethiopia? Community action is an important form of education externality, as it could impact on the development of civic institutions over time in this low-income country. To set this in context, this paper considers the aims and outcomes of the Ethiopian education system with respect to the formation of young people's civic participation, the status of civics and ethical education in the curriculum, and how this relates to values and expectations within the community.

This study examines the application of photovoice as a pedagogical tool in a geography class. The main stages of photovoice were modified to suit the context for learning about a geographical issue, animal rights in relation to street cats in South Korea. Data were collected, and grounded theory was applied for the analysis. Based on the results, the paper discusses the implications of photovoice as a pedagogical tool for helping student learn geography by studying place/community as well as engaging in active learning and citizenship, authentic learning and assessment, and social justice and change in a critical geographic context.

This article highlights the utilization of Missouri Community Action Network's Poverty Simulation within an Interprofessional Education program to teach students about the complexities of poverty and enhance the development of professional identity.

This autoethnographic paper discusses the complex methodological issues of a Latina scholar activist conducting research about the undocumented in a law enforcement context in the presence of power elites. She navigates her purpose and perceived identities in withholding some identities for the purpose of accessing data. She chronicles her fieldwork, noting her cultural intuition approach, reflecting on her navigation of answerability to her immigrant community members as well as to traditional norms of academic colonizing fieldwork that serve the elite higher education institutions. She examines the possibility of maintaining integrity to her call of solidarity, advocacy, and activism "en familia," to her community members and values.

How can youth become leaders in their communities' resilience efforts? The Lentes en Cambio Climático (LECC) filmmaking program aimed to empower students to investigate how a changing climate affects their lives and use their own findings to inspire local resilience. Secondary students in LECC created films that explore the experiences of community members and document local knowledge around climate topics relevant to their lives. A mixed-methods study measured the program impacts on students. Results from summer implementations in 2018 and 2019 suggest that participation in LECC increased students' awareness, confidence, and engagement around climate topics and their interest in contributing to community resilience efforts. Additionally, by leading community discussions during film screening events, students gained confidence in their leadership roles, and ability to share their expertise with parents and community members. These conversations appeared to both empower students and amplify their voices as advocates for change in their communities.

This study present findings related to students' community and political engagement and activism after participation in an action civics institute. The institute, iEngage, is a weeklong summer experience for rising fifth through rising ninth graders that utilizes the action civics inquiry cycle to foster civic skills and cultivate participation and engagement in one's community. Through this 4-year longitudinal quantitative study, researchers evaluated youth participants' abilities, competencies, and experiences related to three civic constructs: community engagement, political engagement, and political activism. Results from the study show effective increases in students' participation within each of the three respective constructs and provide promising alternatives to the conventional teaching and learning of civics education.

Many studies and reports, both governmental and academic, plus legislation, have suggested and some mandated the establishment of threat assessment teams to protect campuses. These teams have proliferated across university, college and community college campuses nationally. Despite these efforts, targeted violence continues in our communities and on our campuses. The community in and around Salem, Oregon has instituted a community-based approach, the Willamette Valley Adult Threat Advisory Team, that is seen by many as the future of targeted mass violence prevention. We examine the advantages and benefits of incorporating a community-based approach to threat assessment. and explore the role higher education can play in those efforts.

Brighton People's Theatre and Slung Low are at the forefront of the contemporary people's theatre movement in the United Kingdom. I examine these companies and the broader utility of a people's theatre, historically concerned with working class representation and/or performances of civic unity, in the context of economic austerity and inequality. I assert that ideologies and practices of people's theatres have the capacity to generate networks of solidarity and realise resilience as a mode of care and resistance. I explore how these practices directly intervene in urban governance reaffirming the potential of community-led economic, cultural, and social practices of resilience.

The importance of schoolwide visions is widely accepted and emphasized across the educational-leadership literature. The visioning process and resulting written vision and mission statements can have consequential impacts on the daily life of schools, particularly decisions related to instruction, curriculum, budget, and other key issues. For educators and researchers committed to advancing educational equity, questions about whose perspectives and voices are included in this process matter. Yet, we know little about the extent to which youth, families, and community members, particularly from communities of color and low-income backgrounds, are included in schoolwide visioning processes. To explore the potential role of youth, family, and community stakeholders in schoolwide visioning, we engage in a dual analytical approach informed by critical race theory. First, we critically examine leadership literature concerning visioning and research on youth, family, and community organizing. Second, we share two critical race counternarratives documenting youth and parent attempts to engage and impact schoolwide visions and equitable reforms. Through our analysis, we advance a concept of "collective visioning," which emphasizes the potential role of a broad, diverse base of school and community stakeholders in the schoolwide visioning process, particularly seeking to center the voices and expertise of marginalized youth, families, and communities.