Participatory research in support of quality public education in New Orleans

Abstract

In 2007, two years after Hurricane Katrina, several education and child advocacy groups began discussing the depleted conditions of the New Orleans public school district. These groups came together to discuss how to create a sustainable education reform movement post Katrina. New Orleans-based community groups and outside university researchers joined together to implement a multi-year participatory action research project to engage historically marginalized, black communities in a dialog about quality public education. We found that, in order to create a collective vision for what quality public education looks like for black children, the New Orleans community needs to resolve perceived challenges with inequitable access to quality public schools, with who has a say in governing these schools, with inconsistent quality of teachers, with inequitable distribution of resources, and with strategies for serving challenging students. The results of this pilot participatory action research project led to a sustained community engagement campaign addressing these issues.

Keywords:

• participatory research
• public education
• New Orleans
• qualitative
• race

Notes

1. TFA is a non-profit organization that recruits professionals and recent graduates to teach for at least two years in low-income public schools, after participating in a seven-week training program during the summer. During their two years, TFA teachers receive coaching and professional development, and often take graduate-level coursework. See www.teachforamerica.org.