Abstract A key dimension to social justice leadership is building authentic partnerships with families and community-based organizations to confront educational inequities. Authentic partnerships are respectful alliances among educators, families, and community agencies that value building relationships, communicating across difference, and sharing power for the common goal of achieving social justice and equity in schools. Place-based educational reforms, such as community schools, strive to foster authentic partnerships through a web of support integrating three interconnected systems: a strong core instructional program, enrichment activities to expand learning opportunities, and a full range of health and mental health services. This case study examines how key stakeholders - administrators, teachers, board members, community members, and parents - learned to transform a traditional public school into a community school, dramatically expanding authentic partnerships. We examine the learning architecture of the communities of practice (COPs) as these stakeholders established, grew, and sustained this community school. Our analysis shows that people enact transformation by learning new knowledge, skills, and dispositions, and this learning happens within COPs. The findings of our study exhibit the learning of a COP to create organizational routines and structure to foster authentic partnerships becomes a powerful tool to enhance social justice in school as such partnerships empower marginalized students and families. We discuss implications for how educational leaders seeking to advance social justice can move from identifying exemplary institutions to productively analyzing factors contributing to the organizational transformation.

中文翻译：

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社区学校中利益相关者的学习：加德纳飞行员学院的叙事历史

摘要社会正义领导力的一个关键方面是与家庭和社区组织建立真诚的伙伴关系，以应对教育不平等现象。真正的伙伴关系是教育者，家庭和社区机构之间的相互尊重的联盟，他们重视建立关系，跨越分歧进行沟通并分享力量，以实现学校实现社会正义和公平的共同目标。诸如社区学校之类的以地方为基础的教育改革，通过整合三个相互联系的系统的支持网络，努力建立真正的伙伴关系：强大的核心教学计划，丰富的学习活动以扩大学习机会以及全方位的健康和心理健康服务。本案例研究探讨了关键利益相关者-管理员，老师，董事会成员，社区成员，和父母-学会了将传统的公立学校转变为社区学校，从而大大扩展了真正的伙伴关系。当这些利益相关者建立，发展并维持了这所社区学校时，我们将研究实践社区（COP）的学习架构。我们的分析表明，人们通过学习新知识，新技能和新习惯来实现变革，而这种学习发生在COP中。我们研究的结果表明，学习了缔约方会议的知识，以创建组织惯例和结构以建立真诚的伙伴关系，成为增强学校社会正义的有力工具，因为这种伙伴关系可以使边缘化的学生和家庭获得权利。