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By Mark R. Warren

"A fit on Dry Grass argues that group organizing represents a clean and promising method of university reform as a part of a broader schedule to construct energy for low-income groups and deal with the profound social inequalities that impact the schooling of children."--Publisher's website. advent: a brand new circulate for fairness and justice in schooling -- How group organizing works --"A fit on dry grass": organizing for excellent colleges in San Jose -- "An urge for food for change": construction relational cultures for academic reform and civic engagement in l. a. -- "Our energy is the facility of our community": political schooling and the continuation of the fight in Denver -- "Weaving a tapestry that may not unravel": the transformation of schooling within the Mississippi Delta -- "Acts of leadership": construction robust types of guardian participation in Chicago -- "Cement among the bricks": construction faculties and groups in long island urban -- development energy and relationships to remodel groups and colleges -- end: classes for faculty reform and democracy construction -- Appendix: A collaborative learn approach

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27 Bonding and bridging social capital may well influence each other. Lowincome parents may need the collective support of other parents to develop the confidence to enter the educational arena as equals to college-educated teachers. At the same time, reluctant educators may be more likely to try collaboration when pushed by organized parents or young people. As organizing groups build relationships, they also pay explicit attention to building power. Unfortunately, the conceptual tools we have for understanding the kinds of power groups build are limited.

This kind of power resides in the capacity to take action. If unilateral power involves power “over,” relational power emphasizes power “with” others, or building the power to accomplish common aims. Unilateral power is zero-sum, but relational power represents a win-win situation. In other words, organizing groups build power to influence education reform, but they are also looking to build power with educational institutions to cultivate and achieve shared objectives whenever possible. Relational power requires mutuality, a degree of reciprocal influence, and an exchange of views and interests.

In reality, many of the communities that organizing groups engage are somewhat tenuous or fractured; often not much of a sense of “shared fate” exists prior to organizing. In some ways, organizers can be seen as acting to increase the level of attachment and to make more salient people’s sense of connection to the traditions of their community. Richard Wood and MaryAnn Flaherty, for example, have shown how faith-based organizing does not simply recruit people out of faith institutions into organizing efforts.

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