Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes

Schools and the families they serve are sometimes perceived as deficient and in need of fixing. One response has been the implementation of evidence-based family intervention programmes, which may be highly regulated and prescriptive as a condition of their (often philanthropic) funding. This article seeks to explore and bring to the foreground the often hidden role of the pre-existing, informal community networks with a view to more authentic evaluation of these externally imposed programmes. The article draws on a range of qualitative data reflecting the lived experiences of participants—including parents and other community members—in a family and parenting programme at an English primary school. The analysis uses the work of Tönnies as a theoretical lens. It suggests that while there are tensions caused by the rigid requirements of external programmes, these are overcome in many cases by the highly effective, but often unacknowledged, contributions of the informal aspects of community. It is argued that these operate within and complement the formal programme. Far from subverting the more overt procedures, they actually enable it to function successfully, leading to additional, unanticipated transformations among participants. The article concludes that these organic, often invisible connections need to be identified, documented and nurtured if their full potential is to be recognised and realised when evaluating similar interventions

Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space

This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers’ work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through “third space” theory, the article discusses the value that such experiences have for prospective teachers’ learning. The goals of the article align with the commitment to preparing a future teaching force for the diverse educational settings that they will encounter in the twenty-first century

Putting Youth on the Map: A Pilot Instrument for Assessing Youth Well-Being

Extant measures of adolescent well-being in the United States typically focus on negative indicators of youth outcomes. Indices comprised of such measures paint bleak views of youth and orient action toward the prevention of problems over the promotion of protective factors. Their tendency to focus analyses at a state or county geographic scale produces limited information about localized outcome patterns that could inform policymakers, practitioners and advocacy networks. We discuss the construction of a new geo-referenced index of youth well-being based on positive indicators of youth development. In demonstrating the index for the greater Sacramento, California region of the United States, we find that overall youth well-being falls far short of an optimal outcome, and geographic disparities in well-being appear to exist across school districts at all levels of our analysis. Despite its limitations, the sub-county geographic scale of this index provides needed data to facilitate local and regional interventions

Racialized Architectural Space: A Critical Understanding of its Production, Perception and Evaluation

Academic inquiry into the concept of space as racialized can be traced back to at least as far as the turn of the twentieth century with sociologist W. E. B. Dubois’ promulgation of the “color-line” theory. More recently, numerous postmodern scholars from a variety of fields have elucidated the various ways in which physical space (i.e., the built environment), as a social product, embodies racialized ideologies exhibited and reproduced by segregation, economics and other social practices. The dialogue on race and space has primarily been limited to the urban scales of city, neighborhood, community and street. Socio-spatial research that centers around race rarely addresses this phenomenon at the scale of architecture – the individual building or a particular development. Such a failure to critically examine the role of the architectural product in the creation and reproduction of socio-spatial and socio-racial inequality yields the field of architectural practice exempt and blameless in its tangible contribution to the psychosocial and geospatial marginalization of communities of color, as in, for example, the case of gentrification. This paper attempts to illustrate the fact that architecture, like all of the built physical environment, is not ahistorical, apolitical – and certainly not race neutral – but, as a social product, is also understood clearly within these contexts, and its psychological and social impacts and outcomes must be examined with a racially critical lens, particularly in heterogeneous urban communities