Issue 3 - Special Issue Spring 2021

This special issue of The Assembly contains a collection of scholarly articles focused on the phenomena of place and displacement as they occur in and near public education. These seven articles contribute to the growing field of community-based education research by instigating thought, discourse, and action that deepens the relationships between community members and researchers in the face of social, political, and economic disruption.

Using Temple University in Philadelphia, and University of California Santa Cruz as case studies, this article examines how students, faculty, and other university actors are joining with organizations and movements in surrounding communities to resist restructuring and displacement.

Through a participatory action research (PAR) collective engaged in Critical Studyin' for Human Freedom praxis, this article discusses how urban education reform and gentrification in Atlanta have intersected to create the perfect collision of housing and educational displacement of Black students, Black families, and Black teachers.

This article speaks against the deficit stories and colonizing practices that have affected Puerto Rico and Puerto Ricans pre- and post-Hurricane María. The authors' collaborative project in Florida humanizes the ongoing experiences of multiple displacements resulting from U.S. colonialism, racism, white supremacy ideologies, and unnatural disasters.

This article unveils experiences of displacement across two different geographic contexts among high school youth. The authors reveal the tensions embedded in the choice to write together across an intergenerational collective, exploring what it means to write as youth and as adults afraid to write for the youth.

This article examines Citizens Advisory Committee (CAC) meeting transcripts to show that relationships between Colorado State University and the city of Denver are changing in racialized ways, as normative institutions remove people from land to fulfill economic ambitions, exemplifying theories about the spatialization of race and the racialization of space.

This article provides a nuanced discussion of the work community organizers do with parents and young people of color dedicated to educational justice. Offering intersectional organizing as a strategy for building a united educational justice movement, the authors highlight the possibilities for creating cross-movement solidarity.

This article critically reflects on the process of youth organizing to build power against displacement from school pushouts across two geographic locations. The authors describe the ideological tensions that emerge in survey research with low-income youth of color who have internalized negative ideas about themselves and their communities while also collectively challenging those ideas.

The Race-Grounded Reciprocity Manifesto outlines a vision for cultivating partnerships with youth and community-based organizations in ways that center the dignity and validation of Black, Brown, and Indigenous leadership.