Abstract
The article conceptualizes community-school partnerships (CSP) as racial projects. Drawing on data from a mixed-methods study of how CSPs increase belonging for migrant youth, the article reveals existing tensions in CSPs from migrant youth ( N = 63) and stakeholder perspectives. Viewing CSPs through a racial project lens allows researchers and practitioners to identify, in both design and implementation, spaces of tension where attempts to disrupt the existing status quo and structure opportunity can ultimately reproduce inequality, especially given the “commonsense” logic of racial projects and coherence of neoliberal ones about belonging and immigrant integration. Implications for understanding CSPs as racial projects are discussed.
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