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Organizing for Educational JusticeThe Campaign for Public School Reform in the South Bronx$
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Michael B. Fabricant

Print publication date: 2010

Print ISBN-13: 9780816669608

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816669608.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 18 June 2021

Growing Community Power

Growing Community Power

(p.165) 7 Growing Community Power
Organizing for Educational Justice

Michael B. Fabricant

University of Minnesota Press

This chapter further explores the organizing approaches employed by CC9 in developing its groundbreaking lead teacher campaign, as well as the organizing choices and practices discussed in the previous chapter. Any organization requires constant structural calibrating and recalibrating in order to ensure its stability, yet whenever such issues arose, the CC9 deliberately chose not to address them. While counterintuitive at first, the neglect of the more specific tensions at play within the collaborative served to highlight the CC9’s customized approach to the various issues it sought to address within the public education system. The lead teacher campaign was an example of that tension—in focusing on the district-wide spread of the campaign, the CC9 compromised its more localized, school-based work. Such decisions were the product of careful and pragmatic assessments and understanding of the CC9’s internal and external dynamics.

Keywords:   organizing approaches, organizing choices, CC9, lead teacher campaign, public education system, CC9’s internal dynamics

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