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The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities

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Title: The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities
Language: English
Authors: Jessica T. Shiller (ORCID 0000-0001-6485-429X)
Source: Education and Urban Society. 2024 56(8):951-975.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Community Schools, Urban Areas, Racial Segregation, School Segregation, Justice, Neighborhood Schools, Blacks, African Americans, African American Community, Spatial Ability, Context Effect, Capacity Building, Community Characteristics, Geographic Distribution, Racial Distribution, Resource Allocation, Educational Discrimination
Geographic Terms: Maryland (Baltimore)
DOI: 10.1177/00131245241233555
ISSN: 0013-1245
1552-3535
Abstract: Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444657
Database: ERIC
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  Data: The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities
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  Data: <searchLink fieldCode="AR" term="%22Jessica+T%2E+Shiller%22">Jessica T. Shiller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6485-429X">0000-0001-6485-429X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Urban+Society%22"><i>Education and Urban Society</i></searchLink>. 2024 56(8):951-975.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Community+Schools%22">Community Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Segregation%22">Racial Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Segregation%22">School Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhood+Schools%22">Neighborhood Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Community%22">African American Community</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Characteristics%22">Community Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Distribution%22">Geographic Distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Distribution%22">Racial Distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Maryland+%28Baltimore%29%22">Maryland (Baltimore)</searchLink>
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  Data: 10.1177/00131245241233555
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  Data: 0013-1245<br />1552-3535
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  Data: Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience.
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        Value: 10.1177/00131245241233555
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      – Text: English
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        PageCount: 25
        StartPage: 951
    Subjects:
      – SubjectFull: Community Schools
        Type: general
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Racial Segregation
        Type: general
      – SubjectFull: School Segregation
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      – SubjectFull: Justice
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      – SubjectFull: Neighborhood Schools
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      – SubjectFull: Blacks
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      – SubjectFull: African Americans
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      – SubjectFull: African American Community
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      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Capacity Building
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      – SubjectFull: Community Characteristics
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      – SubjectFull: Geographic Distribution
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      – SubjectFull: Racial Distribution
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      – SubjectFull: Resource Allocation
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      – SubjectFull: Educational Discrimination
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      – SubjectFull: Maryland (Baltimore)
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      – TitleFull: The Transformative Capacity of Baltimore's Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities
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