Harlem's 'Motherwork' Post-"Brown": Implications for Urban School Leaders

Autor/in	Watson, Terri N.
Titel	Harlem's 'Motherwork' Post-"Brown": Implications for Urban School Leaders
Quelle	In: Journal of Educational Administration and History, 52 (2020) 3, S.244-255 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1761779
Schlagwörter	Public Schools; Equal Education; Social Justice; African American Students; Hispanic American Students; Mothers; Urban Schools; School Desegregation; Parent Role; Advocacy; Desegregation Litigation; Feminism; New York (New York); Virginia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Soziale Gerechtigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Mother; Mutter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Integrative Schule; Parental role; Elternrolle; Sozialanwaltschaft; Feminismus
Abstract	The recent calls to desegregate New York City's public schools reify the fact that equity, social justice, and access to meaningful schooling continue to be a significant problem for Black and Hispanic children and their families, especially those who reside in urban communities. In this historiography I utilise a Black feminist perspective to explore how Harlem's mothers desegregated NYC's public schools after the landmark school desegregation ruling. The mothers' advocacy and efforts embodied the concept of motherwork, an attribute that is often unrecognised by school leaders. Implications are offered to urge urban school leaders to reimagine best practices and the function of parent involvement and community engagement in their respective school-communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01