Responding to the Call for Educational Justice
Catholic-Led Initiatives in Urban Education
A volume in the series: Contemporary Perspectives on Access, Equity, and Achievement. Editor(s): Chance W. Lewis, University of North Carolina at Charlotte.
The work presented in this volume attests to the innovative and successful educational alternatives designed and implemented by Catholic religious groups to improve educational, career, and life outcomes for urban children, adolescents, and adults placed at risk. These efforts have helped thousands of urban citizens break away from the chains of poverty and poor academic preparation to succeed in high school and beyond and secure a place of meaning and influence in adult society. In this volume, we examine the contributions of networks of schools, such as NativityMiguel and Cristo Rey schools in the U.S. and Canada and Fe y Alegría based in South America and operating in multiple countries, as well as more local initiatives. There is much to be learned from these initiatives that can improve urban education and this edited volume provides this opportunity to educators, planners, funders, and others who are inclined to invest in effective urban education.
The perspectives taken in these chapters include current approaches to critical race theory, faith perspectives that promote justice, and the building of social capital and resilience to succeed academically despite considerable adversity associated with economic poverty. The chapters included here explore educational structures that communicate high expectations for student and teacher performance and provide individualized instruction, caring mentoring, and support beyond graduation in order to help develop men and women of confidence, skill, leadership, and integrity and ensure high levels of success in a world that tends to exclude them more than welcome them.
Forward. Chapter 1: Introduction, Robert Simmons III and L. Mickey Fenzel, PhD. Chapter 2: Early Initiatives: Nativity and NativityMiguel Schools, L. Mickey Fenzel. Chapter 3: Urban Jesuit High Schools, Robert Simmons III. Chapter 4: A critical race theoretical examination of the Cristo Rey Network employing Interest Convergence Theory, Ursula S. Uldana, PhD and Sajit U. Kabadi, PhD. Chapter 5: Notre Dame ACE Academies: Turning Around Catholic Elementary Schools, Melodie Wyttenbach, PhD and Ryan Clark, PhD. Chapter 6: Learning to Thrive through a Coalition of Mission-Aligned Schools, Terry Shields. Chapter 7: Student Led Education at St. Benedict’s Prep in Newark, NJ, Tom McCabe and Paul Thornton. Chapter 8: The Catalyst Model: Catholic Inspired Urban Charter Schools, Br. Mike Fehrenbach, FSC and Ed Siderewicz. Chapter 9: Notre Dame AmeriCorps: Deploying Volunteers to Improve the Education of Urban Children, Peter Litchka. Chapter 10: Graduate Support: Ensuring High Levels of Educational Attainment, L. Mickey Fenzel, PhD and Melodie Wyttenbach, PhD. Chapter 11: Fe y Alegría's Quality and Inclusion Education Model, Elizabeth Riveros Serrato and Giovanni Otalora. Chapter 12: Creating Hope for the Marginalized: The Case of Homeboy Industries and the Impact of Ignatian Spirituality, Jill Bickett and Mauricio Arocha. Ed.D. Chapter 13: Fe y Alegría's Vocational Training Proposal, Daniel Mendoza Reynolds. Chapter 14: The Future and What Faith-Based Initiatives Are Doing to Improve Urban Education, L. Mickey Fenzel, PhD, Robert Simmons III and Melodie Wyttenbach.
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