77,883 results on '"Urban Renewal"'
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2. Gentrification and Schools: Challenges, Opportunities and Policy Options. A Civil Rights Agenda for California's Next Quarter Century
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University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Mordechay, Kfir, Mickey-Pabello, David, and Ayscue, Jennifer B.
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The rapid gentrification occurring in major cities may have a significant impact on California and the distribution of wealth and opportunity for its families, similar to the vast suburbanization that occurred during the baby boom era. The White flight from central city neighborhoods has far-reaching consequences, particularly in regard to school segregation, which became an often-intractable problem. However, there is substantial and growing evidence of the enduring benefits for children who attend diverse schools. This study aims to explore whether the return of White and middle-class families to gentrified areas in Los Angeles, Oakland and San Diego has the potential to help desegregate the schools or if it merely rearranges the geography of segregation for students of color, reinforcing racial inequality. [Foreword by Gary Orfield.]
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- 2023
3. Whose Turn Is It Now? The Maintenance of Racial Equity and Engagement in the Face of Gentrification
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James, Brian K.
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An ongoing struggle for affordable housing in Southern California has led many predominately White, middle, and upper middle- class families to seek home ownership in divested urban communities. This phenomenon, known as gentrification, can benefit a community by increasing property values, but often comes at a cost to longstanding, Black and Brown residents of the neighborhood. Prior research has identified areas of harm including residential displacement, declining enrollment, and segregation of neighborhood schools. This qualitative case study addressed two questions: the impact of gentrification on the Black and Brown students attending the neighborhood school; and the strategies needed to balance competing interests between gentrifiers and longstanding families. The study's findings made it abundantly clear that inequitable district and site- based policies combined with White families' self- serving interests adversely affect the minority student experience. Operating as a counterweight to the harm, interview and observation data suggested that mindful school leadership and uniting parent interests played an integral role in establishing equitable practices, policies, and access. Moreover, the data showed that the probability of leader reflectiveness and mindfulness was intensified when school leadership and active parents were themselves people of color. The implications of the study may help shape district and school policies in communities experiencing gentrification.
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- 2023
4. Connecting Magnet Schools and Public Housing Redevelopment: January 2023 Update
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Poverty and Race Research Action Council (PRRAC), Mumphery, Darryn, and Tegeler, Philip
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Poverty & Race Research Action Council's (PRRAC's) March 2021 policy brief, "Mixed income neighborhoods and integrated schools: Linking HUD's Choice Neighborhoods Initiative with the Department of Education's Magnet Schools Assistance Program" (ED611507), highlighted an important opportunity for interagency collaboration, encouraging an explicit connection between HUD's Choice Neighborhoods Initiative (CNI) and the Department of Education's Magnet Schools Assistance Program (MSAP). As the authors advocated with both agencies, if funding connecting MSAP and public housing redevelopment were incentivized by both HUD and the Department of Education, applicants could create plans for their communities that include a vision for safe, accessible housing, as well as neighborhoods and schools with diversity of race and income. The purpose of this update is to determine: (1) whether HUD and the Department of Education incorporated any of these recommendations to encourage the connection of MSAP and CNI or other public housing redevelopment projects; and (2) whether applicants responded to such encouragement.
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- 2023
5. School Closures and the Gentrification of the Black Metropolis. CEPA Working Paper No. 21-02
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Stanford Center for Education Policy Analysis (CEPA), Pearman, Francis A., II, and Greene, Danielle Marie
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Largely overlooked in the empirical literature on gentrification is the potential impact that school closures play in this process. This study examines whether the weakening of the neighborhood-school connection brought about by school closures affects the likelihood that nearby neighborhoods experience gentrification. Integrating longitudinal data from the U.S. Census with data on every urban school closure that occurred nationwide between 2000 and 2012, this study finds that college-educated White households were far more likely to gentrify Black neighborhoods following the closure of a local school. In particular, school closures increased the likelihood that the most racially segregated Black neighborhoods gentrified by 9 percentage points, a process that corresponded during this period to an average loss in these neighborhoods of roughly 200 Black residents. Results suggest that school closures do not simply alter the educational landscape, school closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossess and displaces communities of color.
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- 2021
6. Building an Inclusive Economy in NYC: Boosting College Attainment
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Center for an Urban Future, Shaviro, Charles, Dvorkin, Eli, Bowles, Jonathan, and Gallagher, Laird
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This data brief is intended to shed light on the scope and scale of the disparities in college attainment across New York City. The analysis is conducted on data from the U.S. Census Bureau's 2008 and 2018 American Community Survey 5-Year Estimates. More specifically, it looks at educational attainment for working-age (age 25-64) residents of the five boroughs of New York City. Findings of this report include: (1) No other city has more college-educated residents, but the high overall number masks enormous disparities by race, ethnicity, and geography; (2) While there are racial disparities in college attainment across the city, several neighborhoods have particularly wide gaps; (3) The largest gains in college attainment over the past decade have occurred in gentrifying neighborhoods, exacerbating racial and ethnic achievement gaps; and (4) Nearly 700,000 working-age New Yorkers have completed some college but have no degree, signaling an important opportunity to boost college attainment. This brief also shares a number of steps city officials should take.
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- 2021
7. Placing Youth in the 'Spatial Turn': An Intersectional Analysis of Youth Experiences in a Changing Neighborhood
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Alicea, Julio Angel
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This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to "read the world" around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call to value the intellect of urban youth in research and public policy.
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- 2023
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8. 'An Opportunity to Grow Our Collective Consciousness': Navigating Racial Tension in a Gentrifying Elementary School
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Ayscue, Jennifer B., Beam, Lindsey, and Mordechay, Kfir
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As gentrification changes the racial and socioeconomic composition of many neighborhoods across the United States, the enrollment of local schools in gentrifying communities may also change. While gentrification may provide opportunities for creating more diverse schools, challenges often accompany such changes. In this case, Principal Miller navigates tensions associated with supporting the school's intentionally diverse and antiracist mission on a daily basis and in response to a noteworthy event--the January 6, 2021 insurrection at the United States Capitol. He grapples with how to build community and address racism among the adult members of the school community, including parents and teachers.
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- 2023
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9. Bridging Communities and Schools in Urban Development: Community and Citizen Science
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Magnussen, Rikke and Hod, Yotam
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This paper presents the results of two community and citizen science research projects -- "Cities at Play" and "Community Drive" -- in which young students (aged 11-15) from vulnerable residential areas in Copenhagen, Denmark, collaborated with architects and urban developers to engage in urban development initiatives in their neighborhoods. An educational design was developed over the two research projects in which students underwent phases of discovery, interpretation, ideation, and experimentation. Data were collected from surveys, observations, and interviews to elucidate the ways that three bridges central to community and citizen science projects can function. These include professional (bridges student learning in school and professional communities outside school), citizen (bridges student learning in school and local communities), and student (bridges student learning in school and new student communities) bridges. This research makes both theoretical and practical advancements. Theoretically, it advances our thinking about the diverse roles that participants in multi-sector partnerships can have, as well as how CCS widens the view of cultural asset-based learning by viewing students as experts of their local communities. Practically, we offer four guidelines that were gleaned from the results that can be instructive for the design of future educational community and citizen science projects.
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- 2023
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10. The Learning City Development Guideline for Promoting Lifelong Learning in Thailand
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Thummaphan, Phonraphee and Sripa, Kantita
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A learning city is one that promotes lifelong learning for all, and sustainable development will be achieved by learning through life. This paper focuses on developing a guideline for building lifelong learning cities in Thailand. We first present findings from studying four learning cities in Thailand and abroad that had similar starting points: the need for problem-solving and urban development. They emphasise the use of education as a tool for human development that will lead to sustainable city development. We then present the analysis of the potential of two Thai cities prepared to be learning cities. Our findings show that their learning goals should be set correspondingly with the problems and identity of the city. There should be a working plan, and the mechanisms for driving and evaluation should be clearly defined. Lastly, we discuss how the guideline for developing a learning city in Thailand -- developed from this study -- should be divided into three phases. The guideline also presents the triangle of a lifelong learning city based upon the 4Com principle: community-communication-commitment-combination. The main goal is to promote lifelong learning and sustainable development.
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- 2023
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11. Noticing and Wondering to Rehumanize Mathematics Classrooms
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Simic-Muller, Ksenija
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This manuscript proposes the use of the "I notice, I wonder" routine in college mathematics classrooms to address issues of diversity, equity, and inclusion. Examples are given of prompts that incorporate meaningful conversations about real-world issues affecting our students or about issues of inclusion, access, and representation in mathematics.
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- 2023
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12. The Changing Cityscape of Delhi: A Study of the Protest Art and the Site at Jamia Millia Islamia and Shaheen Bagh
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Karki, Meghal
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The spatial turn in humanities and social sciences has contributed towards a significant discourse on the city and urban spaces, and street art is widely accepted to be one of the ways in which one can analyse and unravel the cityscape. The utilization of the public domain of the city, its entanglements with urban authorities and its diverse potential has sparked several debates, and I seek to engage in the same, and interrogate the role of street art in modifying the cityscape. Through the course of my paper, I seek to interrogate the changing cityscape of Delhi and the role that street art has played in the same, post the events of 13th and 15th December 2019. The walls of Jamia Millia Islamia serve as a canvas for the articulation of resistance against the State and its excesses, its personal testimony of the same, and the graffiti on the same covers a plethora of topics, ranging from assertions of revolution, encouraging slogans and ominous warnings by literary figures, and is a dynamic form of subversion of State Power, unlike the street art projects at Lodhi Art Districts that are aimed at gentrification. The murals have been painted by students but the anonymity of the artists is retained, and thus belongs to no one but the multiplicity. I seek to study the reorientation of the cityscape of Delhi by the protest sites of Jamia and Shaheen Bagh that is not just limited to street art but the rerouting and diversion of traffic, creation of temporary structures like classrooms and libraries outside the institution and on the roads through the works of Henri Lefebvre, and weigh the significance of this protest.
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- 2023
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13. A Longitudinal Study of Strengths, Challenges, and Inequities in a Spanish-English Dual-Language Program
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García, Georgia Earnest and Lang, María G.
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In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50-50 Spanish-English dual-language (DL) program's implementation, and how the DL staff addressed the challenges, inequities, and gentrification issues. Examples of strengths were a balanced Spanish-English instructional schedule, literacy materials in Spanish and English, and the presence of translanguaging. Some challenges were the required use of instructional reading materials and English report cards employed with the district's monolingual English-speaking students, and finding time to teach literacy in both languages. Several initial gentrification issues were allowing more students from English-speaking families to enroll in the DL program than students from Spanish-speaking families and not providing Spanish report cards. Although the DL personnel resolved some of the inequities and gentrification issues, the district's actions and policies undermined the DL program's bilingual and biliteracy goals. The English-dominant students were privileged compared to the Spanish-dominant students, and the DL students' English performance was prioritized over their Spanish performance. The importance of working with district staff to develop political and ideological clarity along with educational and research implications are highlighted.
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- 2023
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14. Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the Citylab Experience
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Coppens, Tom, Pineda, Andrés Felipe Valderrama, Henao, Kelly, Rybels, Stijn, Samoilovich, Daniel, De Jonghe, Nina, and Camacho, Heilyn
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This article discusses the challenges and opportunities identified in the implementation of the Citylab project in Latin America during the period of 2015-2018. The project was funded by the Erasmus+ Key action 2 programme of the European Union. The project aims to innovate teaching for sustainability in higher education institutions through Problem Based Learning (PBL). Opposed to traditional teaching methods, the pedagogical approach of PBL is a learner-centred approach that takes a complex problem as point of departure instead of existing established knowledge. Since application of such learning methods is limited in Latin America, the Citylab project attempts to introduce PBL in the existing curricula of 12 Latin American universities through the implementation and development of interdisciplinary Citylab modules focusing on sustainable urban development. Citylab project will be presented. Third, we highlight some critical issues and success factors experienced during the project. The findings of this paper are based on (1) self-reported questionnaires from the partners at the end of 2017; (2) onsite visits by the authors and expert visits; (3) focus groups, interviews and conversations with project leaders of the participating institutions during the project. Depending on the institution, the project results were varying in terms of innovation and upscaling potential. Critical factors were related to the role of the project leader in the organization, the flexibility of the implementation and cultural differences. Internal regulations created both incentives and disincentives for participation. Competitive elements in the project and available resources for equipment can act as stimulators in some cases. The challenge lies moreover in detecting windows of opportunities for change in order to accomplish curriculum reform and by doing so, pursue continuation of the PBL approach after the project's horizon.
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- 2020
15. How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students' Orientations
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Luber, Laura, Fögele, Janis, and Mehren, Rainer
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On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin. On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork. In a problem-oriented approach, according to the model of a social city, students develop a concept about how to renew the deprived area of Berlin. They gain a variety of new experiences, some of which raise ethical questions. Autonomous group discussions with various school classes in the age group of 14 to 16 (n=30) were carried out after the fieldwork. The documentary method was used for data analysis which resulted in a typology of students. Concerning the orientations of the students, two excluding types of students (marginalizing type & distancing type) and two including types (integrating type & normalizing type) could be reconstructed. In addition to the benefit of the typology presented in this paper becoming an impulse for students to engage in self-reflection, the typology can also serve as a diagnostic tool for teachers to grasp learning conditions. Furthermore, an understanding also arises about students' orientations to support the conceptualization of fieldwork in terms of practical handling and necessary measures for its use.
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- 2020
16. A Steady Habit of Segregation: The Origins and Continuing Harm of Separate and Unequal Housing and Public Schools in Metropolitan Hartford, Connecticut
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Poverty and Race Research Action Council (PRRAC), NAACP Legal Defense and Educational Fund (LDF), and Eaton, Susan
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The enduring condition of racial and ethnic segregation in schools and housing in metropolitan Hartford, Connecticut, is rooted in historical and contemporary racial discrimination and in practices and policies that exacted disparate harm on Black and Latinx people. School segregation both reflects and reinforces segregation in housing that was created, sustained, and exacerbated over decades. By all available measures, both the state of Connecticut and the Hartford metropolitan area have extremely high levels of racial and ethnic segregation in housing and public schools relative to other metropolitan areas in the United States. The purpose of this report is to increase awareness both of the role of government and other actors in creating and cementing segregation and of the consequences of the condition of racial and ethnic separation. The hope is that this knowledge will inspire redress in the form of holistic policy making in multiple sectors, including housing, education, health, and economic development. This report can also inform grant making that acknowledges and seeks to address root causes of racial inequality, an inequality long a hallmark of the state of Connecticut. The report offers recommendations to inform these conversations, from which more and better ideas will surely emerge. [The report was published with the Sillerman Center for the Advancement of Philanthropy at Brandeis University and the Open Communities Alliance (OCA).]
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- 2020
17. Transitioning Identities in a Transitioning Landscape: Gentrification and the Social Class Identity Development of Working-Class Students of Color
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Ferreira, Rosemary
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While the literature on the experiences of working-class Students of Color at selective, historically White institutions has grown significantly over the past twenty-five years, how this student population is making sense of their social class identity as they gain access to dominant cultural and social capital at their institutions remains heavily understudied. To further complicate the experience of social class transitions or upward mobility for working-class Students of Color, this literature review will discuss the phenomenon of gentrification, a racial and class based process in which the inner city is redeveloped for the tastes of the middle-class while simultaneously displacing working-class populations. Through an analysis of past studies on working-class Students of Color and gentrification, I intend to tie these two threads of research together to examine what it means to be a college educated, upwardly mobile, native of a working-class gentrifying neighborhood. In doing so, this paper will bridge a gap in both working-class Students of Color and gentrification literature, highlighting the importance of race and class in both higher education and in urban life.
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- 2020
18. A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects
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Impellizeri, Whitney and Lee, Vera J.
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Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs (n = 5) and NIHE (n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.
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- 2022
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19. School Closures and the Gentrification of the Black Metropolis
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Pearman, Francis A., II and Marie Greene, Danielle
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Largely overlooked in the empirical literature on gentrification are the potential effects school closures have in the process. This study begins to fill this gap by integrating longitudinal data on all U.S. metropolitan neighborhoods from the Neighborhood Change Database with data on the universe of school closures from the National Center for Educational Statistics. We found that the effects of school closures on patterns of gentrification were concentrated among black neighborhoods. School closures increased the probability that the most segregated black neighborhoods experienced gentrification by 8 percentage points and increased the extent to which these neighborhoods experienced gentrification by 0.21 standard deviations. We found no evidence that school closures increased the likelihood or extent that white or Latinx neighborhoods experienced gentrification. Substantive conclusions were consistent across multiple measures of gentrification, alternative model specifications, and a variety of sample restrictions and were robust to a series of falsification tests. Results suggest school closures do not simply alter the educational landscape. School closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossesses and displaces black neighborhoods.
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- 2022
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20. Making Waves: Districts as Policy Mediators in the Flow of School Gentrification
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Green, Terrance L., Latham-Sikes, Chloe, Horne, Jeremy, Castro, Andrene, and Germain, Emily
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Gentrification is happening in cities all across the United States. Consequently, some Black communities that were intentionally segregated and under-resourced are experiencing capital investments and demographic changes. These gentrification-induced racial and socioeconomic shifts impact many local institutions, namely school districts. Given this, there is an emerging body of research on schools and gentrification. However, less research has examined the actions of school districts as institutional actors in gentrification. This study examines how two school districts' actions mediate school gentrification. Using a theorization of gentrification as a process of racial capitalism, we draw on interviews with 26 principals across both districts. Our findings suggest that districts' actions influence school gentrification by mediating the movement of Black and other youth of color to various schools through cycles of differential investments across the districts. We conclude with implications for future research.
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- 2022
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21. Safety and Inner City Neighborhood Change: Student and Teacher Perspectives
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Patel, Sejal, Ranjbar, Miad, Cummins, Tawnya C., and Cummins, Natalie M.
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The introduction of mixed-income communities in public housing neighborhoods is a common revitalization strategy in metropolitan areas in North America. This study investigates student and teacher perspectives on safety in a Canadian inner city and marginalized neighborhood undergoing revitalization, alongside the redesign of a local school. The displacement of families and students, tied to housing relocation and student school mobility, resulted in increased concern around bullying, school safety, and displacement of place-based familiarity and social bonds. While most students felt safe at school, they were acutely aware of community level violence, criminal and gang activity in the neighborhood, and racial stereotyping. Students were also generally skeptical that revitalization would address the root causes of violence. The findings support the importance of including children's voices when planning, implementing, and evaluating policy initiatives that directly affect their lives.
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- 2022
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22. Codeword for Getting Whiter: Parent Experiences and Motivations for Choosing Schools in a Gentrified Washington, D.C
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Robinson, Brian
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The prevailing argument for school choice in metropolitan cities has been that children from economically disadvantaged communities need opportunities to access better quality schools than the traditional public schools assigned to them based on their address. However, as these cities experience gentrification, more economically advantaged parents are taking advantage of school choice policies for their children -- despite already living in the catchment zones for highly desirable traditional public schools. This study explores the intersection of community and school gentrification and the motivations for supporting and participating in the school choice process for parents in Washington, D.C., a highly gentrified city with a robust school choice landscape. Leveraging a relatively robust school choice system, the author interviewed 25 professional-class, low-income, and working-class parents in Washington, D.C. who completed applications for the citywide school lottery. The findings show that parents have vastly different priorities when choosing schools, depending largely on race, class, and whether they are a gentrifier or native Washingtonian. The findings reveal contradictions between the stated values and the actions among White professional-class parents, a pursuit of equality of conditions for low-income and working-class Black parents, and tensions between gentrifying and native parents in communities as gentrification changes the complexion and culture of schools.
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- 2022
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23. 'Your Luxury Loft, My Daily Misery!' University Theatre, Neighbours, and Schools Combat Gentrification through Applied Theatre Practices in a Marginal District of Majorca, Spain
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de Castro, Juanjo Bermúdez, Berbel, Noemy, and Jaume, Magdalena
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This article focuses on three applied theatre projects, framed within the Theatre of the Oppressed: "Neighbourhood Herstories" (2018), "West Majorca Story" (2019), and "My Life in the Borough" (2019). We explore how theatre students from the University of the Balearic Islands and neighbours in the marginal district of Nou Llevant, Palma, came together to combat gentrification and recover the hitherto unvoiced history of their borough through Forum Theatre practices. We argue that the collaboration between the university theatre company and Nou Llevant school and neighbours through these three applied theatre projects resulted in community self-empowerment.
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- 2022
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24. Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
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Green, Terrance L., Germain, Emily, Castro, Andrene J., Latham Sikes, Chloe, Sanchez, Joanna, and Horne, Jeremy
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An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood and school gentrification, there is little conceptual clarity about how school gentrification unfolds over time and the varying conditions of schools in gentrified neighborhoods. To advance scholarship on the topic, researchers need an organizing framework. This study addresses this gap by drawing on existing research, 16 years of Census and American Community Survey data, and 6 years of district data in Austin, Texas. Highlighting Austin, an urban city with growing neighborhood gentrification, we put forth a typology to explain the experiences of schools in the district. We conclude with implications for future research.
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- 2022
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25. Change in Central Phoenix: And Its Effect on Phoenix Elementary School District #1
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Arizona State University, Morrison Institute for Public Policy and Hunting, Dan
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As downtown Phoenix experiences a wave of new residential and commercial construction, Phoenix Elementary School District #1 (Phoenix #1) is at the center of the largest local demographic change in decades. Phoenix #1 educates more than 6,000 students at 14 schools, from preschool through eighth grade, with many families living in older, historic and modest homes around the downtown Phoenix area. Times are changing, with thousands of new high-rise apartments coming to the market in downtown Phoenix in the heart of the school district. Phoenix #1 must consider how these new residents -- well educated and often with upper incomes but no children -- will fit into a system that draws most its students from less-affluent residential areas surrounding downtown. This report examines the changes that have taken place in downtown Phoenix in recent years and explores what they may mean to the district in the future.
- Published
- 2018
26. Voices from the Field: 2017 CUMU Annual Conference Opening Plenary Remarks (October 9, 2017)
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Holland, Barbara A., Howard, T, and Seligsohn, Andrew J.
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Urban and metropolitan areas face unique challenges in serving the multifaceted needs of their communities, but also have advantages that create some of the world's greatest universities. Three scholars opened the 2017 CUMU [Coalition of Urban and Metropolitan Universities] Annual Conference with "Voices from the Field." Each spoke to the changing role of urban-serving institutions and the place-based advantages CUMU members have in enriching their communities while strengthening the universities' core commitments. CUMU advisor Barbara A. Holland, Holland Consulting, described the changing role of higher education and highlighted the distinct and powerful advantages urban-based higher education institutions have in shaping the success of the metropolitan areas they collectively serve. Ted Howard, The Democracy Collaborative, encouraged universities to move beyond current place-making initiatives and to adopt The Anchor Mission, distilling lessons from CUMU members who are pioneering new approaches to anchor mission work to have greater impacts on their institutions and communities. Andrew Seligsohn, Campus Compact, reflected on the inter-connected nature of two of higher education's missions: (a) educating students for democracy; and (b) carrying out their anchor mission, as well as the impact of a civically-engaged student body on creating sustainable change in our communities.
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- 2018
27. The Roles of Foundations and Universities in Redevelopment Planning
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Walker, Laurie A. and East, Jean F.
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Laurie A. Walker, the 2017 recipient of the Ernest A. Lynton Award for the Scholarship of Engagement, is an Associate Professor in the School of Social Work at the University of Montana. Together with her co-author, Dr. Jean F. East, Professor in the Graduate School of Social Work at the University of Denver, they have raised, in this piece, an important and insightful critical lens on the implications of higher education institutions' "engagement" with their local communities. It looks deeply into the implications of the "blind spot" identified by Baldwin (2017), which "comes largely from the assumption that higher education, while hypnotized by corporate power, is still an inherent public good, most clearly marked by its tax-exempt status for providing services that would otherwise come from the government." They examine how campuses may be deeply involved in the local urban area and also advancing a self-interest that may not be a public interest--through gentrification, and through what Baldwin calls "noneducational investments in real estate, policing, and labor" that "can carry negative consequences for neighborhoods of color." Walker and East are asking us to more closely examine how campuses can get so involved in the cities of which they are a part as to be a dominant force that does not advance the public good, but the good of the campus. This is a dilemma and a question that many of the CUMU member campuses have already faced or may face in the coming years, and goes to the heart of the public good of higher education in a neoliberal age.
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- 2018
28. From Theory to Practice: Five Years of Urban Regeneration Workshops
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Bambó-Naya, Raimundo, de la Cal-Nicolás, Pablo, Díez-Medina, Carmen, García-Pérez, Sergio, and Monclús-Fraga, Javier
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The starting point of our urbanism courses in the master's degree programme is to take a broad, comprehensive local and global look at the urban reality of our environment from a comparative and historical perspective. The aim is to apply a learning-by-doing approach. The paper is structured in two parts. The first explores theory- and design-based approaches considered by architects and urban designers to improve the urbanity of our cities and neighbourhoods. The second presents the experience of five academic years of "Integrated Urban and Landscape Design," a subject in the framework of the Master's Degree Programme in Architecture taught at the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with innovative approaches. The aim is to explore innovation in the academic field considering user participation. The workshop methodology is explained in detail, with more attention paid to the process followed than to the specific results of the workshop. The paper explains the four stages of the process: preliminary phase and selection of the study area; analysis and diagnosis phase; proposal phase, in which work is performed jointly with a vision of action in the entire neighbourhood; and presentation phase of the results to residents. Finally, some future challenges of this workshop are outlined.
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- 2018
29. 'Now It's All Upper-Class Parents Who Are Checking out Schools': Gentrification as Coloniality in the Enactment of Two-Way Bilingual Education Policies
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Dorner, Lisa M., Cervantes-Soon, Claudia G., Heiman, Daniel, and Palmer, Deborah
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Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849-883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global designs: coloniality, subaltern knowledges, and border thinking, Princeton University Press, Princeton, 2000/2012): as two-way bilingual education (TWBE) policies are enacted, they are shaped by globalizing, neoliberal, and monoglossic discourses that have a history of dispossessing and erasing minoritized peoples and languages. Taking a critical constructivist grounded theory approach, this study brings together three unique data sets from the US Midwest, Southeast, and Texas to question: How does gentrification manifest in TWBE across policy scales and contexts? And how are stakeholders responding to or resisting gentrification and its underlying coloniality? Regardless of the varying state policy and local contexts, each TWBE program in our study experienced gentrification. Specifically, TLLs and their Spanish language(s) were replaced or diminished as TWBE policy enactment intersected with district and state policies, particularly those shaping enrollment, transportation, course scheduling, and teacher and student recruitment. While the analysis focuses on gentrification processes through policy enactment, we also detail spaces of consciousness where stakeholders recognized and resisted them and conclude with a discussion on how coloniality is both manifested and can be challenged in language policy enactment.
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- 2021
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30. A Case Study of the Role of a School in a Community Undergoing Rapid Gentrification
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Isaac, Carol A., Bernstein, Arla, and Balloun, Joseph L.
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Atlanta, the fourth-fastest gentrifying city in the United States, is comprised of neighborhoods close to the city center and seat of urban wealth, that suffer from high poverty rates, unemployment, and low literacy rates. One neighborhood school has been ranked as one of the lowest in the state. To combat historical under-performance, Atlanta Public Schools (APS) created an initiative that regenerated the community in the face of gentrification. The purpose of this case study using interviews and survey data with thematic content analysis was to understand the role of school district leadership in the creation of a new framework, replacing the original public school with a long record of failure.
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- 2021
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31. Renewing Our Cities: A Case Study on School Choice's Role in Urban Renewal
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EdChoice, Danielsen, Bartley R., Harrison, David M., and Zhao, Jing
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Urban economic development resources are often focused on bringing jobs and affordable housing to downtown areas. In contrast, there has been very little consideration given to how public charter schools and other school choice programs might act as economic development catalysts. This study examines relocation decisions made by families whose children are enrolled in a successful arts-intensive urban public charter school. The authors find that the school is a strong relocation attractor, and families gravitate toward the school after their children enroll. To the extent public charter schools and/or other parental-choice options influence family relocation decisions, continued growth in these programs may provide a useful policy tool informing urban design and revitalization initiatives in areas where economic growth is otherwise stunted by inferior assigned schools.
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- 2017
32. Bringing the Classroom into the World: Three Reflective Case Studies of Designing Mobile Technology to Support Blended Learning for the Built and Landscaped Environment
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Smith, Wally, Lewi, Hannah, Saniga, Andrew, Stickells, Lee, and Constantinidis, Dora
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We report and reflect on three projects, carried out by us as educators and technology researchers over a four year period, that explore the use of mobile technologies in the fieldwork of Australian tertiary students of architectural history, landscape history and urban design. Treating these as three case studies, our focus is on the emerging process of designing, developing and deploying different forms of mobile-inspired fieldwork to complement class-based learning. The first two cases involve the development of apps that work as guides for students to explore places of architectural and historical significance in Melbourne, while the third case invited students themselves to create designs for a mobile app intended to communicate the influence of urban design thinkers on a particular place in Sydney. We consider how the iterative development and deployment of the apps and field exercises, over successive semesters, became one of extended co-design between students, tutors and teaching staff.
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- 2017
33. 'Not Only as Students, but as Citizens': Integrative Learning and Civic Research in a First-Year Learning Community Course
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Mickelson, Nate and Makris, Molly
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Learning communities (LCs) provide an ideal context for civic learning because they foreground the integrative and interactive nature of learning and skills development. While the academic benefits of LCs have been well documented, their potential to promote civic learning and engagement has received less attention. Indeed, the potential of LCs to serve as a catalyst for civic learning through their emphasis on integrative and interactive learning has gone mostly unremarked. The authors address these gaps in the literature in this article by analyzing the possibilities of integrating civic research in a first-semester LC at an urban community college. Extrapolating from their experiences, they argue that structuring LCs around civic learning can enable students to develop academic skills while at the same time building new understandings of themselves as active citizens and potential change makers in larger communities. The authors also recommend that colleges that plan to integrate civic learning in their LCs invest in recruiting and maintaining consistent teaching teams in order to enable the revision and improvement of curricula over time.
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- 2017
34. Creating a University Driven 'Ingepreneurial' Ecosystem in West Baltimore: A Strategy for Rust Belt Revitalization
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Williams, Ronald C. and Klugh, Elgin L.
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The legacy of deindustrialization and associated underemployment continues to plague many former industrial communities. In these spaces, universities serve as anchors providing gateways for individual economic empowerment, and as "brain centers" charged with generating solutions for societal problems. This paper explores the development of "The Center for Strategic Ingepreneurship" (CSI) at Coppin State University in Baltimore, Maryland. Strategic Ingepreneurship is seen here as a practical, innovative, solution-based approach to address underperforming job creation. The Center will serve as a university-based entity to facilitate the development and dissemination of ingepreneurial knowledge and skills through research, teaching, and practice.
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- 2017
35. 'So, Is Gentrification Good or Bad?': One Teacher's Implementation of the Fourth Goal in Her TWBE Classroom
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Heiman, Daniel
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Two-way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth-grade TWBE teacher prioritized this fourth goal in the curriculum by positioning gentrification processes impacting the school and community as a generative theme.
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- 2021
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36. Using Civic Ecology Education to Foster Social-Ecological Resilience: A Case Study from Southern California
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Maharramli, Bemmy, Bredow, Victoria Lowerson, and Goodwin, Lindsay
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Environmental education that incorporates civic ecology can contribute to social-ecological resilience through programs designed to advance youth civic leadership and environmental stewardship. This research used an interpretive qualitative approach to study the environmental education activities of a Watershed Avengers at the Ocean Discovery Institute in Southern California that focused on urban canyon stewardship and restoration. The first author conducted ethnographic fieldwork with the Watershed Avengers from fall 2014 through spring 2015. Civic ecology emerged as a concept that resonated with what was observed on the ground and then informed the focus of our study. We found that Ocean Discovery Institute's strength in developing youth civic leadership was a defining feature that contributed to its other practices of collaborative urban canyon restoration and engagement in community priorities. These findings suggest that environmental education practices can build social-ecological resilience through a focus on youth leadership.
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- 2021
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37. The Role of Education 5.0 in Accelerating the Implementation of SDGs and Challenges Encountered at the University of Zimbabwe
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Togo, Muchaiteyi and Gandidzanwa, Crecentia Pamidzai
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Purpose: Higher education can play a role in the implementation of sustainable development goals (SDGs). However, there are steps and structures which are necessary for this to be possible. This paper aims to establish how the University of Zimbabwe (UZ)'s innovation hub is implementing SDGs for water, energy and food, resources which are in critical shortage in Harare; as part of its mandate to implement the newly introduced Education 5.0. Design/methodology/approach: This paper is based on qualitative research. Interview guides were used to gather information from Harare residents, university staff and students. Observations were undertaken and review of secondary data was done. The data was collated into a narrative and content analysis was used to analyse it. Findings: The UZ innovation hub is aimed to deliver Education 5.0. It houses research projects on energy and food. Water-related projects are still in the pipeline. The research revealed challenges that call for mobilisation of funding to support the projects, to protect researchers' intellectual property rights and to strengthen interdisciplinary research and information flows between the university and the community. The paper argues for higher and tertiary education institutions to work directly with policymakers and societies in implementing SDGs. Originality/value: Education 5.0 is relatively new and not much research has been done to establish how it intends to deliver its objectives. The innovation hub model has the potential to yield positive results in SDGs implementation. This research can motivate other universities to work with policymakers and communities in implementing SDGs for urban transformative adaptation.
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- 2021
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38. 'When My Home Is Your Business': Transforming Stories of Housing in a Post-Industrial City
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Perry, J. Adam
- Abstract
This article examines how performance-oriented arts practice with members of socially marginalised communities can be harnessed as a mode of grassroots civic participation, one that can transgress the expected norms of public communication that render some stories and speakers legitimate, and some not. The article will offer an analysis of a community-based theatre project that took place with a small group of high-rise tenants living in the mid-sized post-industrial city of Hamilton, Ontario, Canada. The project involved bringing together participants at risk of involuntary loss of housing due to increased gentrification. With a view to advancing a theoretical understanding of how adult educators can employ artistic practice to produce critical and public facing community-based pedagogies, the article engages with contemporary discussions related to the arts, public pedagogy and urban rejuvenation.
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- 2021
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39. Open-Plan Schooling and Everyday Utopias: Australia and Denmark in the 1970s
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McLeod, Julie and Rosén Rasmussen, Lisa
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This article explores the take-up and imaginaries of open-plan schooling during the 1970s, drawing on examples from Denmark and Victoria (Australia). As well as expressing new forms of classroom design and pedagogical praxis, open plan classrooms stood for reimagining schooling as a social institution and to possibilities for remaking student and teacher subjectivities. As a thoroughly transnational concept, the open-plan ethos was entwined with broader processes of social-cultural and political change and suffused with a critical optimism in its potential to inaugurate powerful transformations that extended beyond classrooms. We explore these aspects of open-plan schooling through Levitas´s (2013) typology of modes of utopia and Cooper´s (2013) concept of 'everyday utopias', arguing for closer attention to the decisive role of mundane practices in navigating what is 'doable and viable' in how open-plan classrooms were planned and enacted while also being attuned to a vision of another future. To analyse the interweaving of national, local and transnational processes in the making of open-plan ideas and practices, we draw upon Ingold´s (2011) notion of 'meshwork', proposing that local enactments of open-plan schools fold back into and contribute to building up different (transnational) conceptions of the open plan.
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- 2021
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40. 'Era como si esas casas no encajaban con la comunidad': Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
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Heiman, Daniel, Bybee, Eric Ruíz, Rodríguez, Haydeé Marie, and Urrieta, Luís
- Abstract
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminatas through a historically Latinx community in a rapidly gentrifying area to support the development of students' critical consciousness. Our findings indicate that the caminatas allowed students to historicize the local neighborhood, interrogate power and their own deficit conceptions of minoritized communities, critically listen to the sounds and voices of the community, and experience discomfort in nuanced ways. We argue that caminatas deepen FMBs' understanding of community assets and are an innovative way to support the fourth goal of preparing FMBs: developing critical consciousness.
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- 2021
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41. Structural Adjustment and Community Resilience: The Case of Postdisaster Housing Recovery after the Canterbury Earthquakes of 2010 and 2011
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Rivera-Muñoz, Graciela and Howden-Chapman, Philippa
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Background: This project is a case study of postdisaster housing recovery in Christchurch, New Zealand, after the Canterbury earthquakes of 2010 and 2011. Aims: In this qualitative study, we analyzed the statutory framework governing the process of postdisaster housing recovery and its impact on local democracy. We also explored the role of communities and the third sector in housing and urban renewal. This aim was to contribute to the development of a critical theoretical understanding of community resilience as an inherently political concept. Community resilience is influenced by causal factors or generative mechanisms that affect the relations between people in a particular social context. Method: We completed a narrative synthesis of textual data from the thematic analysis of in-depth interviews with key informants, related policies, media, and fieldwork. Results: A centralization of government authority over housing recovery resulted in an erosion of democracy and representative government at a local level. This centralization had major impacts on communities and their voice in the process of postdisaster housing recovery. Communities, however, never relented and worked tirelessly among themselves and with other social sectors to make a positive impact on postdisaster housing and urban recovery against difficult odds and stretched resources. This immense social capital and inspiring sense of community must be fostered and given the opportunity to democratically participate in the development of recovery policy as a key element of community resilience.
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- 2020
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42. Choosing Schools in Changing Places: Examining School Enrollment in Gentrifying Neighborhoods
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Candipan, Jennifer
- Abstract
School choice expansion in recent decades has weakened the strong link between neighborhoods and schools created under a strict residence-based school assignment system, decoupling residential and school enrollment decisions for some families. Recent work suggests that the neighborhood-school link is weakening the most in neighborhoods experiencing gentrification. Using a novel combination of individual, school, and neighborhood data that link children to both assigned and enrolled schools, this study examines family, school, and neighborhood factors that shape whether parents enroll in the assigned local school. I find that parents are more likely to opt out of neighborhood schools in gentrifying neighborhoods compared with non-gentrifying neighborhoods when nearby choice options are available. Recent movers to gentrifying neighborhoods bypass local schools more compared with parents who have lived in the neighborhood longer. Results have implications for thinking about neighborhood-school linkages in an era of school choice and urban change.
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- 2020
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43. Could Gentrification Become Integration? Evidence from New York City
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Mordechay, Kfir and Ayscue, Jenn
- Abstract
Race and class inequality have long governed patterns of residential and school segregation across America. However, as neighborhoods across the country gentrify, new questions arise as to whether or not these demographic shifts in neighborhoods correspond with school-level demographic changes. This study examines New York City's most rapidly gentrifying areas and its impact on racial diversity in public schools. Drawing on data from the Decennial Census, the American Community Survey, and the Common Core of Data, this study finds that schools in NYC's gentrifying areas have experienced a modest reduction in racial segregation, more so in traditional public schools than in charters. While this trend is promising, a high level of racial segregation remains. Research and policy implications are discussed.
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- 2020
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44. Gentrification, Geography, and the Declining Enrollment of Neighborhood Schools
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Pearman, Francis A., II
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This study examines patterns and relations between gentrification and urban schooling across U.S. cities using longitudinal data from 2000 to 2014. The first section presents new statistics on the incidence and distribution of gentrification occurring around urban schools in the United States as a whole. Of the roughly 20% of urban schools located in divested neighborhoods in the year 2000, roughly one in five experienced gentrification in their surrounding neighborhood by 2014. However, there exists considerable heterogeneity in the prevalence of gentrification across U.S. cities, with exposure rates ranging from zero in some cities to over 50% in others. The second section finds evidence that gentrification is associated with declining enrollment at neighborhood schools, especially when gentrifiers are White.
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- 2020
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45. Historical Thinking and Sports History: A Case Study Using the Brooklyn Dodgers
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McClure, Donald R. and Marino, Michael P.
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This article discusses how the history of sports can serve as way to understand abstract concepts associated with local history and social studies education. An introductory discussion outlines how sports can engage and interest students, focusing especially on ideas related to history thinking (such as change and continuity). A case study using the Brooklyn Dodgers' move to Los Angeles is used to illustrate these ideas, focusing on themes associated with suburbanization and urban renewal. A lesson plan is also provided.
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- 2020
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46. Scripts and Counterscripts in Community-Based Data Science: Participatory Digital Mapping and the Pursuit of a Third Space
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Van Wart, Sarah, Lanouette, Kathryn, and Parikh, Tapan S.
- Abstract
Data increasingly mediates how we understand the world. As such, there is growing interest in designing initiatives to help young people learn about data--not only the techno-mathematical skills necessary to work with data, but also the dispositions needed to participate in data-centric ways of knowing and doing. In this article, we argue that as this educational goal is pursued, it is important to attend to the normative scripts that are often associated with data, and how they relate to learners' perspectives and prior experiences. We do this by examining two initiatives that aimed to help young people learn about data and its "real-world" applications by engaging them in participatory mapping activities, directed toward the study of local community challenges. We argue that when there are mismatches between students' realities and how reality is described to work in data science, making the time and space to examine these contradictions can lead to a robust engagement with data science and its applications. These findings have implications for how we might better design tools and learning activities that connect data science with the broader contexts that frame young people's lives.
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- 2020
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47. Gamification of Urban Development Strategies: Facilitating Understanding of Stakeholder Roles and Strategies
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Neuts, Bart
- Abstract
Cities are multifunctional entities, catering to diverse activities and populations. As a result, urban redevelopment strategies often carry important externalities and inclusive processes should be established to move from a traditional planned city to a co-productive city. The following article presents a gamification exercise as a learning activity for a course in Tourism Planning and Development. Game-elements have increasingly been included in consultation rounds as tools to improve co-creation, inclusivity, creativity, and general stakeholder support. The proposed game allowed students to increase their understanding of power-processes and stakeholder strategies, and adapt to other player goals due to the need to gather broad democratic support. Through the game, students became active participants in the creative process of redeveloping city spaces rather than purely critiquing existing plans as passive observers.
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- 2020
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48. School Choice Policies Shaping Neighborhoods, School Locations, and Destinies
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Gulosino, Charisse and Yoon, Ee-Seul
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In this article, we introduce a special collection of research articles that consider the processes and consequences of school choice across different social and spatial contexts in order to better understand the relationship between school choice and stratification in educational opportunity. This special issue presents a wide range of studies that examine geographical configurations, locations, scales, and relationships, all of which shape and are shaped by school choice. We summarize the diverse theoretical perspectives and themes. We also highlight the articles' key results and new contributions related to issues such as inter-district school choice, open enrollment school choice programs, diversification of curricular-related activities among EMO-operated schools, and geographic variation in achievement of the charter school sector
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- 2020
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49. Does Neighborhood Gentrification Create School Desegregation?
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Mordechay, Kfir and Ayscue, Jennifer B.
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Background/Context: Race and class inequality have long governed patterns of residential and school segregation across America. However, as neighborhoods across the country that have historically been home to residents of color experience an influx of White and middle-class residents, new questions arise as to whether these demographic shifts in neighborhoods correspond to school-level demographic changes. Purpose: This study examines Washington, DC's most gentrifying areas, and the impact on racial diversity in local public schools. Research Design: This quantitative study draws on data from the decennial census, the American Community Survey, and the National Center for Educational Statistics. Findings/Results: This study finds evidence that school enrollment patterns in Washington, DC's most rapidly gentrifying areas have seen a reduction in racial segregation, more so in traditional public schools than in charters. Although this trend is promising, a high level of racial segregation remains, and progress is still needed to ensure that newly integrated neighborhoods also mean desegregated schools. Conclusions/Recommendations: Given barriers to school desegregation efforts, gentrification is offering a unique opportunity to create racially and economically diverse schools. However, managing the process of gentrification such that it supports school desegregation requires coordinated and targeted policies that underscore the fundamental relationships among housing, communities, and schools.
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- 2020
50. 'Problem Children' and 'Children with Problems': Discipline and Innocence in a Gentrifying Elementary School
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Freidus, Alexandra
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This article examines the ways Hazel, a white girl entering kindergarten, became known as a child with a problem rather than a problem child in her gentrifying school. Building on a year of classroom observations and interviews with students, school staff, and parents, author Alexandra Freidus identifies the role of racialized discourses related to disposition, medicalization, family, and community in shaping Hazel's reputation and contrasts Hazel's reputation with that of Marquise, a Black boy in her class. Hazel's and Marquise's storylines teach us that to fully understand and address the differences in how Black and white children are disciplined, we need to look closely at the allowances and affordances we make for some students, as well as how we disproportionately punish others. By examining the ways educators in a gentrifying school construct white innocence and Black culpability, this study illustrates the relational nature of the "school discipline gap" and helps us understand how and why some children are disproportionately subject to surveillance and exclusion and others are not.
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- 2020
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