School-centered community development: Lessons from Baltimore’s 21<sup>st</sup> century school buildings program

Bierbaum, Ariel H.; Butler, Alisha; O’Keefe, Erin

doi:10.1080/15575330.2022.2123015

Cited by 7 publications

(2 citation statements)

References 25 publications

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“…This is relational work, which can create the conditions for supporting not only the families connected with the school but supporting the neighborhoods and communities more broadly. As Bierbaum et al (2022) write, In addition to being sites of learning and development, community schools often connect youth and families to a broad range of health and social services, serve as centers for older adult learning, recreation, and other cradle-to-career programming, (p. 3).…”

Section: Community Schools: Catalysts For Social Capital and Communit...mentioning

confidence: 99%

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Shiller

2024

Urban Rev

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The global pandemic was traumatic for everyone, and it revealed the vast inequity in public services to which people have access. Fortunately, community schools had been coordinating services to meet the needs of their families prior to the pandemic, and when schools closed in 2020, they kicked into high gear to provide for those needs. This paper reports on interviews with 15 community school coordinators in Baltimore conducted at the end of the pandemic period to find out how they went about meeting community needs. Findings indicate that coordinators played a crucial role in getting families’ basic needs (i.e. food, shelter, clothing) met, but they also built trusting relationships, generating social capital in their neighborhoods set in racially segregated neighborhoods as a result of decades of redlining and policies meant to isolate Black communities. In the end, this paper argues that community school coordinators need more support to convert the social capital into further advocacy alongside the families with whom they work.

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Section: Community Schools: Catalysts For Social Capital and Communit...mentioning

confidence: 99%

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Shiller

2024

Urban Rev

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“…Vacant buildings decrease property values, invite vandalism, discourage investments, impose financial costs on municipalities, and generally lower residents' quality of life (Cohen 2001). While investments in school facilities, under the right conditions, can catalyze community development in myriad ways, discussions to improve schools and communities have remained largely in the hands of scholars, practitioners, and policymakers (Bierbaum et al 2023;Good 2022).…”

Section: School Closures and Their Consequencesmentioning

confidence: 99%

Puerto Rico’s Rescued Schools: A Grassroots Adaptive Reuse Movement for Abandoned School Buildings

Davis,

Reyes,

Abrogar

et al. 2023

Social Sciences

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From 2007 to 2019, over 650 public schools closed in Puerto Rico. School closures not only affect students and teachers; these spaces serve as anchor institutions providing social infrastructure for the sustained health of communities. While closed schools remove a critical community asset, these vacant buildings provide adaptive reuse opportunities for alternative social infrastructure and community resources. This article explores how abandoned schools are repurposed in Puerto Rico, focusing on “rescued schools”—that is, grassroots, voluntary initiatives that repurpose schools to support community development. Through a multi-method approach, we categorized and mapped 161 repurposed schools throughout Puerto Rico—38 were rescued schools—and conducted twelve interviews and two focus groups on rescued school initiatives. Our results describe how abandoned schools offer a galvanizing opportunity for motivated community members to meet emerging, localized needs, and the challenges in gaining school ownership and attracting sustained financial and volunteer support, the lack of which impedes their potential impact. We demonstrate how rescued schools embody alternative regional political visions within Puerto Rico and argue that government authorities can minimize the harm from school closures by forging new partnerships between community-based organizations, municipal governments, and other supportive actors to repurpose schools and reproduce their role as community anchor institutions.

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Urban schools and the growth machine: When public education and development policy conflict

Reece¹,

Abou-Ghalioum

2023

Community Development

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School-centered community development: Lessons from Baltimore’s 21^st century school buildings program

Cited by 7 publications

References 25 publications

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Puerto Rico’s Rescued Schools: A Grassroots Adaptive Reuse Movement for Abandoned School Buildings

Urban schools and the growth machine: When public education and development policy conflict

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School-centered community development: Lessons from Baltimore’s 21st century school buildings program

Cited by 7 publications

References 25 publications

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods

Puerto Rico’s Rescued Schools: A Grassroots Adaptive Reuse Movement for Abandoned School Buildings

Urban schools and the growth machine: When public education and development policy conflict

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Product

Resources

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School-centered community development: Lessons from Baltimore’s 21^st century school buildings program