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The Fanon Community-School Education Model (Formerly Urban Education Project). Final Report to National Institute of Education, DHEW, July 1974-June 1977.

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Bibliographic Details
Title: The Fanon Community-School Education Model (Formerly Urban Education Project). Final Report to National Institute of Education, DHEW, July 1974-June 1977.
Language: English
Authors: Fanon Research and Development Center, Los Angeles, CA.
Peer Reviewed: N
Page Count: 42
Publication Date: 1978
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Reports - Research
Descriptors: Community Involvement, Cultural Influences, Educational Problems, Elementary Secondary Education, Inner City, Models, Parent Participation, Problem Solving, Program Descriptions, School Community Relationship, Social Influences, Urban Education, Urban Schools
Abstract: The Fanon Center Model was created to test and implement specific community based organizational strategies which would enable students and localities to identify and solve their educational problems. This report begins by summarizing the model from its inception. Following sections describe the processes and actions that took place in making the model operational. Problems which relate to attempting to include parents, community members and school personnel, while focusing on the totality of childrens' educational experience, are explained. The final sections lend perspectives on the critical dimensions and implications of the sociocultural realities of the inner city in relation to this educational model. The hope is expressed that this report will provide insights and suggest alternatives for others interested in developing community based problem solving strategies in urban schools. (Author/AM)
Entry Date: 1979
Accession Number: ED159250
Database: ERIC
Description
Abstract:The Fanon Center Model was created to test and implement specific community based organizational strategies which would enable students and localities to identify and solve their educational problems. This report begins by summarizing the model from its inception. Following sections describe the processes and actions that took place in making the model operational. Problems which relate to attempting to include parents, community members and school personnel, while focusing on the totality of childrens' educational experience, are explained. The final sections lend perspectives on the critical dimensions and implications of the sociocultural realities of the inner city in relation to this educational model. The hope is expressed that this report will provide insights and suggest alternatives for others interested in developing community based problem solving strategies in urban schools. (Author/AM)