Special Issue "Place-based Partnerships and New School Designs to Address Poverty, Social Exclusion, and Social Isolation"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 May 2016)
Prof. Dr. Hal A. Lawson
Professor of Educational Administration & Policy Studies and Professor of Social Welfare, University at Albany, State University of New York, 212 Richardson Hall, 135 Western Avenue, Albany, NY 12222, USA
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Interests: school-family-community-university partnerships; cradle-to-career education systems; community schools; family-centered policies and practices; poverty-focused interventions; complex systems change
Stimulated in part by global capitalism, individuals and families are on the move in unprecedented numbers. Although several population shifts have been documented, three main migration patterns are noteworthy. The first is international, and it helps to account for the development of so-called “arrival city neighborhoods”, characterized by dense concentrations of vulnerable, diverse people. The other two are intra-national: (1) Flows from rural areas to cities; and (2) Flows from urban centers to inner ring suburbs. Mirroring some such international, people flows, and notwithstanding these migrants’ strengths and bold aspirations, many intra-national individuals and families on the move can be classified as vulnerable because they have limited levels of formal education, and they oftentimes confront manifold challenges and endure hardships in their new residences.
In brief, these population changes (demography), increasingly, are altering urban neighborhoods, inner ring suburbs, and rural communities (social geography). Poverty, defined as economic hardship, increasingly is concentrated in these special places, and it oftentimes is accompanied by social isolation. On top of this dual challenge, social exclusion, defined as perceived and real racial-ethnic discrimination, marginalization, and oppression, impedes social integration and school completion because young people conclude that educational opportunity structures available to privileged people are not available to them.
When the terrible trilogy of poverty, social exclusion, and social isolation prevails in particular places, conventional schools, which are typically structured as stand-alone institutions in which educators work alone and focus exclusively on the school day, are unable to achieve desirable outcomes. Educators need additional assistance, social supports and resources.
Toward this end, educational leaders are forming partnerships with child- and family-serving agencies, local businesses, neighborhood organizations, colleges and universities, and local governments. While some such partnerships are structured to make conventional schools more effective, others are instrumental in the development of new designs for schools and other innovative educational institutions. Significantly, all such partnerships and school-related innovations tend to be tailor-made for particular places with their somewhat unique population profiles.
This Special Issue features developing exemplars for these place-based partnerships and new school designs. In view of the nascent status of many such exemplars, descriptive-analytic papers offering early evaluation data are welcome. Interest also resides in partnerships and new school designs for particular sub-populations, such as homeless youths, early school leavers, “looked after children”, and diverse students who contest and resist social integration. Authors are encouraged to consult the Guest Editor about the suitability of their proposal.
Hal A. Lawson
Manuscript Submission Information
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