ABSTRACT

Continuing racial inequities and marginalization have led some communities to reject reliance on public schooling by forming their own programmes and/or schools, claiming sovereignty over the education of their children. We highlight Freedom Schools as one such ongoing but under-studied movement that precedes and contributes to recent, increasingly consequential demands for justice. Our mixed-methods case study explores the social networks through which cultural capital is developed and its roles in claims to educational sovereignty. Community cultural wealth theory guided our identification of three forms of cultural capital—aspirational, familial, and resistant—while social network theory guided our examination of their development.

摘要

持续的种族不平等和边缘化导致一些社区通过建立自己的计划和/或学校来拒绝对公立学校的依赖，声称对其子女的教育拥有主权。我们强调自由学校是一项正在进行但研究不足的运动，它先于并促成了最近对正义的日益重要的要求。我们的混合方法案例研究探讨了文化资本赖以发展的社会网络及其在教育主权主张中的作用。社区文化财富理论指导我们对三种文化资本形式的识别——渴望的、家族的和抵抗的——而社会网络理论指导我们对其发展的考察。