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Community participation in urban schooling: A critical assessment

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Abstract

The notion of community participation in urban education is analyzed. The author examines the “social reproduction” thesis in which community participation can be seen as merely a symbolic vehicle of legitimation whose ultimate function is to obtain quiescence and promote social adjustment. The view that community participation in schooling is a major strategy in urban educational and social reorganization is then analyzed from a theoretical perspective provided by the phenomenological, “interpretative” framework. Finally, the author argues that in order to appreciate community participation in education as an emancipatory democratic activity, one must adopt a synthetic view incorporating the phenomenological aspects of the interpretative approach within the framework of an analysis of educational hegemony.

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Authors and Affiliations

  1. Department of Recreology, Faculty of Social Sciences, University of Ottawa, Canada

    Donald J. Dawson

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  1. Donald J. Dawson
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Dawson, D.J. Community participation in urban schooling: A critical assessment. Urban Rev 16, 177–186 (1984). https://doi.org/10.1007/BF01207501

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  • DOI: https://doi.org/10.1007/BF01207501

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