{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/106473"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/106473","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Urban reform’s forgotten stakeholders: Examining the mobilizing of inner-city communities in the formation & operation of a community-based education program","abstract":"As urban community voices are often missing from conversations surrounding education policy and school reform, a central component in the schooling equation is being overlooked. To this effect, my dissertation research examines an instance of place-based community organizing embodied in an out-of-school time STEM education program, Adventures in Science Education (AISE), located in Philadelphia, PA. The question that drives my ethnographic examination is, how do human and physical resources, from an often segregated urban landscape, come together to inform the implementation of community-based enrichment programs? My research site fosters collaborative work amongst local actors from various community groups who have forged an alliance in response to limited educational opportunities afforded to local black youth. AISE, programming predicated upon a dynamic university-community partnership, reflects resources often overlooked in the city’s urban landscape that can be mobilized to enhance students’ academic achievements. Unpacking the complexities embedded in this partnership can support efforts to unearth more of the networks and capital available in urban spaces to support youth’s access to scientific knowledge, interactive curricular models, local scientists (in particular scientists of color), and their own abilities to problematize the world around them through their critical engagement with it. One of this dissertation’s central contributions is the examination and presentation of urban community groups’ meaning-making and mobilizing practices, as they are collectives often lost in the education policy arena as well as the community engagement literature grounding this project. This dissertation analyzes an instance of reciprocal engagement. Knowledge, as capital, transferring from both university and community actors to produce a community program that offers rewarding academic and social opportunities.","abstract_html":"As urban community voices are often missing from conversations surrounding education policy and school reform, a central component in the schooling equation is being overlooked. To this effect, my dissertation research examines an instance of place-based community organizing embodied in an out-of-school time STEM education program, Adventures in Science Education (AISE), located in Philadelphia, PA. The question that drives my ethnographic examination is, how do human and physical resources, from an often segregated urban landscape, come together to inform the implementation of community-based enrichment programs? My research site fosters collaborative work amongst local actors from various community groups who have forged an alliance in response to limited educational opportunities afforded to local black youth. AISE, programming predicated upon a dynamic university-community partnership, reflects resources often overlooked in the city’s urban landscape that can be mobilized to enhance students’ academic achievements. Unpacking the complexities embedded in this partnership can support efforts to unearth more of the networks and capital available in urban spaces to support youth’s access to scientific knowledge, interactive curricular models, local scientists (in particular scientists of color), and their own abilities to problematize the world around them through their critical engagement with it. One of this dissertation’s central contributions is the examination and presentation of urban community groups’ meaning-making and mobilizing practices, as they are collectives often lost in the education policy arena as well as the community engagement literature grounding this project. This dissertation analyzes an instance of reciprocal engagement. Knowledge, as capital, transferring from both university and community actors to produce a community program that offers rewarding academic and social opportunities.","abstract_has_math":false,"creators":["Riddick, Shana Nicole"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Anderson, James D","Dyson, Anne H","Brown , Ruth N","Stovall, David O","Trent, William D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-02T22:38:49Z","date_published":"2020-03-02T22:38:49Z","updated_at":"2026-07-22T22:24:47Z","subjects":["university-community partnership","critical ethnography"],"languages":["en"],"rights":["© 2019 Shana Riddick"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/106473","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, James D","Dyson, Anne H","Brown , Ruth N","Stovall, David O","Trent, William D."]},{"key":"dc:creator","label":"Author","values":["Riddick, Shana Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03-02T22:38:49Z","2022-03-03T10:15:19Z","2019-12-05","2019-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["university-community partnership","critical ethnography"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2019 Shana Riddick"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/106473"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As urban community voices are often missing from conversations surrounding education policy and school reform, a central component in the schooling equation is being overlooked. To this effect, my dissertation research examines an instance of place-based community organizing embodied in an out-of-school time STEM education program, Adventures in Science Education (AISE), located in Philadelphia, PA. The question that drives my ethnographic examination is, how do human and physical resources, from an often segregated urban landscape, come together to inform the implementation of community-based enrichment programs? My research site fosters collaborative work amongst local actors from various community groups who have forged an alliance in response to limited educational opportunities afforded to local black youth. AISE, programming predicated upon a dynamic university-community partnership, reflects resources often overlooked in the city’s urban landscape that can be mobilized to enhance students’ academic achievements. Unpacking the complexities embedded in this partnership can support efforts to unearth more of the networks and capital available in urban spaces to support youth’s access to scientific knowledge, interactive curricular models, local scientists (in particular scientists of color), and their own abilities to problematize the world around them through their critical engagement with it. One of this dissertation’s central contributions is the examination and presentation of urban community groups’ meaning-making and mobilizing practices, as they are collectives often lost in the education policy arena as well as the community engagement literature grounding this project. This dissertation analyzes an instance of reciprocal engagement. 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Unpacking the complexities embedded in this partnership can support efforts to unearth more of the networks and capital available in urban spaces to support youth’s access to scientific knowledge, interactive curricular models, local scientists (in particular scientists of color), and their own abilities to problematize the world around them through their critical engagement with it. One of this dissertation’s central contributions is the examination and presentation of urban community groups’ meaning-making and mobilizing practices, as they are collectives often lost in the education policy arena as well as the community engagement literature grounding this project. This dissertation analyzes an instance of reciprocal engagement. Knowledge, as capital, transferring from both university and community actors to produce a community program that offers rewarding academic and social opportunities.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-12-01","The student, Shana Riddick, accepted the attached license on 2019-12-02 at 18:28.","The student, Shana Riddick, submitted this Dissertation for approval on 2019-12-02 at 18:29.","This Dissertation was approved for publication on 2019-12-05 at 12:55.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14652 on 2020-02-28 at 17:37:12","Made available in DSpace on 2020-03-02T22:38:49Z (GMT). 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