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Jewish Day Schools, Jewish CommunitiesA Reconsideration$
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Alex Pomson and Howard Deitcher

Print publication date: 2009

Print ISBN-13: 9781904113744

Published to Liverpool Scholarship Online: February 2021

DOI: 10.3828/liverpool/9781904113744.001.0001

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From Control to Collaboration

From Control to Collaboration

Mapping School Communities across Diverse Contexts

(p.52) Two From Control to Collaboration
Jewish Day Schools, Jewish Communities

Claire Smrekar

Liverpool University Press

This chapter explores four different models of school–community relations: co-optation, management, engagement, and coalition. These models are derived from qualitative case studies of public and private schools, including magnet schools, Catholic schools, workplace schools, and neighbourhood schools, located in urban and suburban contexts in the United States. Each model includes four elements that define the nature, quality, and intensity of association between schools and their communities — its goals, functions, relationships, and outcomes — and are reflected in the organizational practices and priorities of the schools. The chapter examines these models to consider how schools' cultures and organizational priorities coalesce to produce particular models of school–community relations. It also considers how these models are mapped on to different kinds of schools and what the implications might be regarding the types of relationships formed between families and schools for Jewish day school education worldwide.

Keywords:   co-optation, management, engagement, coalition, school–community relations: co-optation, organizational practices, organizational priorities, school cultures

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