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Schools play an important role in Japan by becoming evacuation centers after disasters. Depending on the nature of disaster, the school can be occupied for several days to several months. Therefore, schools play a crucial role in disaster risk reduction and can contribute to very strong bonding with the local communities. This chapter describes the experiences of six cities with the roles of schools during disasters. Kamaishi, Kesennuma, and Natori, three cities affected by the tsunami, have shown the important role that schools played in the time of disaster. Although some schools were destroyed in these three cities, people spent significant time in other schools as evacuees. Pre-disaster preparedness of schools and communities helped a lot in this regard. Taking the experiences from the East Japan disaster, Saijo, Owase, and Oobu cities in West Japan demonstrated their preparedness for future disaster. The chapter also shows that school-centered disaster preparedness before the disaster leads to an effective role during the disaster and also facilitates post-disaster recovery with schools as the center.

School and community gardens have long histories grounded in social justice. Currently there are advocacy movements calling for gardening programs that foster academics and equity movements through nutrition education, neighborhood green spaces and beautification, and ecological sustainability. While the authors contributed personal experiences and useful resources for those interested in school and community gardening, the authors primarily investigated multiple theories that embraced critical and ecological pedagogies in neighborhoods, schools, urban communities. The democratic movements of food security, removal of food deserts, and socioeconomic sustainability using applicable gardening programs were the driving forces behind this chapter.

A lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) community’s hunger for its history became an arena for creative, unorthodox work involving a library and information science (LIS) educator, librarians and other educators, and even a university library. The result was fundamentally collaborative, involving community and educational organizations; all inspired by social responsibility and community engagement goals, some of which can be found in a university mission statement. The story of these individuals and organizations begins with a drive toward a greater awareness of LGBTQ+ history, a goal that led to creating inclusive high school history curricula. Along the way, these efforts generated information resources such as a community-generated database, a temporary history exhibit, a conference, and a workshop geared to gay straight alliance (GSA) organizations in high schools. GSAs and their statewide supporting organization, the Illinois Safe School Alliance, were also the part of this work. While the larger goal of this work was to help diverse constituencies understand the importance of their history by developing, curating, and utilizing information resources that fulfill overlooked community information needs, this chapter comes to focus on a piece of that work, the development of Illinois’s first LGBTQ+ history elective. Consequently, this chapter can show how librarians and libraries can actualize social justice aims and thereby expand traditional library practices through sustained efforts that may lead to smaller specific goals, some of which may develop in unforeseen ways. The key is to expand the existing aims of libraries into sustained community engagement while remaining open to the opportunities that arise along the way.

In China, a growing awareness that many areas have been left behind during an era characterized by market reform has raised concerns about the impact of community disadvantage on schooling. In this paper, I investigate whether villages exert distinct influences on student achievement. Building on these results, I explore the relationship between student achievement and resources present in the community. Results indicate that children who live in communities with higher levels of economic and social resources have higher mathematics scores, on average.

The indigenous peoples of the Philippines have had to struggle against historical injustices for centuries. They fought against colonization and the subjugation of their cultures and ways of life. Over the decades, their next generations are confronted with exclusion, discrimination, and encroachments on their ancestral domains which have resulted in social and economic disadvantages. An obvious case in point is the lack of sympathetic and affirmative policy directives for the culture-based education of indigenous children and youth. This paper reflects on the policy development processes undertaken to institutionalize inclusion and social justice in indigenous peoples education policies within the K to 12 Basic Education Program. Using the method of narrative inquiry, the stories of reform are told from the point of view of those who facilitated the crafting of these policies. Three narratives demonstrate that contextualized and empowering education strategies and processes transform not only policy but also the policy makers.

We examine the emergence of an organizational form, charter schools, in Oakland, California. We link field-level logics to organizational founding identities using topic modeling. We find corporate and community founding actors create distinct and consistent identities, whereas more peripheral founders indulge in more unique identity construction. We see the settlement of the form into a stable ecosystem with multiple identity codes rather than driving toward a single organizational identity. The variety of identities that emerge do not always map onto field-level logics. This has implications for the conditions under which organizational innovation and experimentation within a new form may develop.

This chapter explores the “moral meanings” that intersect with economic realities in the context of a Cincinnati community school located in a diverse working-class neighborhood. The focus is on informal support systems for kids that require adults to expend considerable resources on community children. These practices grow out of a ritualized community ethos of “doing whatever it takes.” Work, gifts, food, and housing are all tied to an informal economy embedded in a grassroots social movement that is based on a strong commitment to taking care of community children. Beyond job descriptions, and, in many instances, in spite of them, community people go the extra mile. There is a sense of commitment and morality, tied with notions of doing what is right, and with taking care of community children, broadly conceived as working-class youth. The goal of this agenda is to bring kids up to speed in the face of poor public education and class and race discrimination. From a ritual economy perspective, the community school materializes the values and beliefs of the community and, at the same time, shapes the community's worldview.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

The chapters in this book focus on how university-school-community (USC) partnerships are implemented in colleges, universities, school systems, and community organizations around the world. The purpose of these multi-disciplinary programs is to reform teaching and learning experiences for all participants. Using case studies and other empirical research, this volume presents a broad and in-depth overview on a variety of USC partnerships to assist educators in the process of transforming organizations using innovative approaches to improve community and school system development. This chapter will provide an overview to this volume and establish a framework for better understanding the nature of university partnerships to enhance community and school system development.