Community-School Partnerships as Racial Projects: Examining belonging for Newcomer Migrant Youth in Urban Education

Sophia Rodriguez

doi:10.1177/0042085920959126

Community-School Partnerships as Racial Projects: Examining belonging for Newcomer Migrant Youth in Urban Education

Sophia Rodriguez

Administration, Leadership & Technology

Research output: Contribution to journal › Article › peer-review

Abstract

The article conceptualizes community-school partnerships (CSP) as racial projects. Drawing on data from a mixed-methods study of how CSPs increase belonging for migrant youth, the article reveals existing tensions in CSPs from migrant youth (N = 63) and stakeholder perspectives. Viewing CSPs through a racial project lens allows researchers and practitioners to identify, in both design and implementation, spaces of tension where attempts to disrupt the existing status quo and structure opportunity can ultimately reproduce inequality, especially given the “commonsense” logic of racial projects and coherence of neoliberal ones about belonging and immigrant integration. Implications for understanding CSPs as racial projects are discussed.

Original language	English (US)
Journal	Urban Education
DOIs	https://doi.org/10.1177/0042085920959126
State	Accepted/In press - 2020

Keywords

community-school partnerships
immigrant students
newcomers
public libraries
racial projects
urban education

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085920959126

Cite this

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title = "Community-School Partnerships as Racial Projects: Examining belonging for Newcomer Migrant Youth in Urban Education",

abstract = "The article conceptualizes community-school partnerships (CSP) as racial projects. Drawing on data from a mixed-methods study of how CSPs increase belonging for migrant youth, the article reveals existing tensions in CSPs from migrant youth (N = 63) and stakeholder perspectives. Viewing CSPs through a racial project lens allows researchers and practitioners to identify, in both design and implementation, spaces of tension where attempts to disrupt the existing status quo and structure opportunity can ultimately reproduce inequality, especially given the “commonsense” logic of racial projects and coherence of neoliberal ones about belonging and immigrant integration. Implications for understanding CSPs as racial projects are discussed.",

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AB - The article conceptualizes community-school partnerships (CSP) as racial projects. Drawing on data from a mixed-methods study of how CSPs increase belonging for migrant youth, the article reveals existing tensions in CSPs from migrant youth (N = 63) and stakeholder perspectives. Viewing CSPs through a racial project lens allows researchers and practitioners to identify, in both design and implementation, spaces of tension where attempts to disrupt the existing status quo and structure opportunity can ultimately reproduce inequality, especially given the “commonsense” logic of racial projects and coherence of neoliberal ones about belonging and immigrant integration. Implications for understanding CSPs as racial projects are discussed.

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Community-School Partnerships as Racial Projects: Examining belonging for Newcomer Migrant Youth in Urban Education

Abstract

Keywords

ASJC Scopus subject areas

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