Conceptualising school-community relations in disadvantaged neighbourhoods: mapping the literature
Conceptualising school-community relations in disadvantaged neighbourhoods: mapping the literature
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弱势社区学校与社区关系的概念化：文献映射
DOI：
10.1080/00131881.2016.1207872
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发表时间：
2016
影响因子：
3.5
通讯作者：
Kerr K
中科院分区：
文献类型：
--
作者：
Kerr K
背景：学校-社区关系领域在学术文献中已有很好的地位。然而，它在很大程度上是描述性的和零散的性质，掩盖了它在概念上的复杂性。到目前为止，支撑文献的关于学校和社区关系的一系列假设，以及这些假设中固有的机会、紧张和限制，往往仍然是含蓄的。因此，尽管加强学校与社区的关系通常被认为是可取的--尤其是作为解决邻里劣势的机制--但更具争议性的问题--它们究竟应该寻求实现什么，它们应该如何以及促进谁的价值观--却很少被讨论。本文突出了这些问题。目的：绘制关于学校-社区关系的学术文献的概念图，展现学术作者在该领域中嵌入的几套理解。该地图旨在作为一个启发式工具，帮助读者导航和批评该领域，并找出目前必须解决的文献中的空白。设计和方法：对学校-社区文献的子集进行了审查，这些文献涉及学校在地理上处于不利地位的社区经历经济和相关形式的不利条件时所扮演的角色。对1990年以来用英文发表的学术文献进行了检索，检索时使用的是代表‘学校’+‘社区’+‘劣势’的一串搜索词。概念综合的过程被用来表达文献中所包含的理解，至少有两名评审员阅读和详细总结了60篇文章。两个外部学术专家咨询小组(一个设在英国的跨学科小组和一个国际教育专家小组)通过确定各自专业领域和国家背景下的相关文献，并挑战和阐述审查者对文献中所含理解的新解释，来支持审查进程。调查结果和结论：该领域的主要文本理所当然地由专业人员(例如，教师、校长、公共服务官员和政策制定者)主导，根据社区以外确定的议程行事，并倾向于让社区在很大程度上被动地应对学校发起的干预。一小部分文献侧重于社区发起的行动，最常见的是报告父母制定方案支持学生学习的例子。虽然这些对专业的、赤字驱动的社区概念化提出了重要的批评，但它们仍然倾向于将社区定位为支持专业议程，而不是从社区的角度有机会塑造这些议程。这一领域也被关于为缓解根本不利的严重症状而采取的改善行动的报道所主导，很少有关于试图通过解决根本不平等来改变当地情况的报道。这一权重可能反映了希望解决邻里劣势的学校和社区最容易采取行动的机会。因此，未来研究最有成效的途径可能在于探索如何加强改善行动的可能性，并将专业和社区观点结合在一起。
Background:The field of school–community relations is well established in the scholarly literature. However, its largely descriptive and fragmented nature has served to disguise its conceptual complexity. To date, the sets of assumptions about school–community relations which underpin the literature, and the opportunities, tensions and limitations inherent in these, have tended to remain implicit. Consequently, while stronger school–community relations have typically been seen as desirable – and especially so as a mechanism for tackling neighbourhood disadvantage – the more contentious issues of what, precisely, they should be seeking to achieve, how and whose values they should promote, have far less often been discussed. This paper foregrounds these issues.Purpose:A conceptual map of the scholarly literature on school–community relations is developed, surfacing the sets of understandings embedded in the field by academic authors. The map is intended to act as a heuristic tool, helping readers to navigate and critique the field and to identify gaps in the literature which must now be addressed.Design and methods:A review was undertaken of the subset of the school–community literature concerned with the role of schools in relation to geographically located communities experiencing economic and associated forms of disadvantage. The scholarly literature published in English since 1990 was searched, using strings of search terms representing ‘school’ + ‘community’ + ‘disadvantage’. A process of conceptual synthesis was used to surface the understandings embedded in the literature, with 60 texts being read and summarised in detail by a minimum of two reviewers. Two external advisory groups of academic experts (a UK-based cross-disciplinary group, and an international group of education specialists) supported the review process by identifying relevant literatures in their specialist fields and national contexts, and by challenging and elaborating the reviewers’ emerging interpretations of understandings embedded in the literature.Findings and conclusions:The field is dominated by texts which take for granted the leading role of professionals (for instance, teachers, principals, public service officers and policy-makers) acting on agendas determined outside communities, and which have a tendency to cast communities in the largely passive role of responding to school-initiated interventions. A smaller subset of literature focuses on community-initiated actions and most often reports examples of parents developing programmes to support students’ learning. While these offer important critiques of professional, deficit-driven conceptualisations of communities, they still tend to locate communities as supporting professional agendas rather than as having opportunities to shape these from a community standpoint. The field is also dominated by accounts of ameliorative actions taken to alleviate the acute symptoms of underlying disadvantage and there are very few accounts of actions seeking to transform local circumstances by tackling underlying inequalities. This weighting may reflect the opportunities for action most readily available to schools and communities wishing to tackle neighbourhood disadvantage. The most productive avenues for future research may therefore lie in exploring how possibilities for ameliorative action can be strengthened and can bring together professional and community perspectives.
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