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Cases

Resources that share examples, experiences, outcomes, and reflections on particular community-based research endeavors.

A City-Campus Engagement Theory From, and For, Practice

This article tells a story of practice, a story of theory, and how each informs and transforms the other through a two-way flow of people and knowledge from a city to a campus and back again. By reflecting with fellow participants on the events and outcomes of a sustained city-campus partnership, the author introduces a theory of engagement from and for practice, and strategies such as investing in human relationships and using instruments-for-action. (more…)

By anaantunes, ago

MIT@Lawrence Partnership

MIT@Lawrence is a sustained, multi-faceted partnership between the Massachusetts Institute of Technology and the City of Lawrence, MA, a small, ethnically diverse city 30 miles northwest of Boston. Over the partnership’s 10-year history, faculty and students from many MIT programs have worked together with Lawrence residents, civic institutions and community-based organizations to address problems facing the city. Projects have addressed abandoned and foreclosed property management, neighborhood revitalization, and “cleaning and transforming” polluted canals and alleyways. (more…)

By anaantunes, ago

MIT@Lawrence Story Project

The MIT@Lawrence Story Project was a culminating product of nearly ten years of collaboration that examined the partnership through dozens of interviews with participants. The project was motivated in part by a need to report the outcomes of a multi-year HUD Community Outreach Partnership Center grant. But Lawrence residents were interested in the project as a way to develop new narrative about their city, to tell a story that celebrated diversity, resilience and collective action. A small group of MIT students worked closely with Dr. Hoyt to conduct interviews, which were video-recorded, and edit them into a 15-minute film. (more…)

By anaantunes, ago

One Activist Intellectual’s Experience in Surviving and Transforming the Academy

My survival in higher education has its roots in the connections between my lived experience as the immigrant son of farm worker parents and the lessons learned in overcoming systemic obstacles as a community organizer and intellectual activist. Whenever the road in academia got rough I had to face another hurdle, I always remembered the difficulties that my immigrant farm worker family had to face. In this way, the problems I encountered in academia appeared smaller and more manageable. My struggles with learning English and growing up in a poor immigrant farm worker family became the foundations of language, labor, and immigration issues that I passionately took up in my organizing, teaching, and research as an activist intellectual in academia. (more…)

By anaantunes, ago

Forces of Accountability? The Power of Poor Parents in No Child Left Behind

Parental involvement is mentioned more than one hundred times in the No Child Left Behind Act (NCLB). In this article, John Rogers argues that President Bush and former U.S. secretary of education Rod Paige have promoted policy narratives of test accountability, choice, and parental involvement that describe how poor parents can spur educators to have higher expectations and to work harder. What is missing from these policy narratives, Rogers argues, is a fundamental understanding of the problems facing poor communities: a lack of both resources and tools for collective action. Through the case study of a grassroots nonprofit organization, Parent-U-Turn, Rogers demonstrates how parents can create what he calls public power by responding to structural and systemic educational problems through shared inquiry and collective action. Rogers holds up this case as an example of how parents might become true forces for accountability in public education and outlines ways in which the lessons of this example might be incorporated into the reauthorization of NCLB. (more…)

By anaantunes, ago

Becoming Critical Public Historians: Students Study Diversity and Access in Post “Brown v. Board” Los Angeles

Anniversaries of major historical events, such as the 50th anniversary of the landmark Supreme Court decision, Brown v. Board of Education, provide social studies teachers with the opportunity to connect their classroom study to broader public conversations about the event and its significance. This article reports on the one such effort – an intensive five week summer seminar in which urban high school students produced original historical research on the legacy of Brown in greater Los Angeles. (more…)

By anaantunes, ago

“More Justice”: The Role of Organized Labor in Educational Reform

This article explores the potential role of low-wage service sector unions in engaging in equity-minded school reform. The members of many such unions are parents of children attending poorly resourced public schools. In seeking to address the interests of their members, labor unions can draw upon resources, organizing strategies, and political relationships to contribute to grassroots campaigns for educational equity. Data gathered in Los Angeles from labor and civic leaders, as well as janitors belonging to the Service Employees International Union Local 1877, reveal possibilities for low-wage service sector unions to build alliances around educational reform issues and support their members’ individual capacities to advocate for their own children in schools. At the same time, low-wage service sector unions face challenges to participating in school reform efforts, including prioritizing education issues among other competing interests and identifying common ground with teachers’ unions. (more…)

By anaantunes, ago

Unions and Education Justice: The Case of SEIU Local 1877 Janitors and the “Parent University”

The third brief in the UCLA Institute for Research on Labor and Employment’s (IRLE) series of Research and Policy Briefs highlights the work of the Service Employees International Union Local 1877, the UCLA Institute for Democracy, Education, and Access, UCLA School of Law’s Program in Public Interest Law and Policy, and the UCLA Labor Center in understanding and addressing the educational issues facing union members’ children. SEIU Local 1877 has sponsored “Parent University” workshops which teach members about topics that will help them to support their own children’s academic success and advocate for school improvements. SEIU Local 1877 is also working with a collaborative of unions and community groups to expand upon the Parent University work and stay involved in children’s education. (more…)

By anaantunes, ago

Just Schools Project

Just Schools California supports a broad-based coalition of community-based groups, youth organizations, civil rights advocates, teachers, researchers, and policymakers eager to participate actively in providing Californians — especially low-income students, English learners, African American and Latino students — with high quality schools. We provide research necessary for understanding the conditions and outcomes of California schools and analyzing the impact of state policies. (more…)

By anaantunes, ago

Organized Labor and School Reform

This project explores the potential role of low-wage service unions to use their organizing and political skills to promote educational justice. It considers whether the participation of low-wage sector unions in educational reform can: (1) build the power and capacity of both the union and its members and (2) expand educational opportunity for the children of union members. (more…)

By anaantunes, ago