Arguing against those who say that our communities are powerless in the face of footloose corporations, DeFilippis considers what localities can do in the face of heightened capital mobility in order to retain an autonomy that furthers egalitarian social justice, and explores how we go about accomplishing this in practical, political terms.

When New York City mayor Michael Bloomberg centralized control of the citys schools in 2002, he terminated the citys 32-year experiment with decentralized school control dubbed by the mayor and the media as the Bad Old Days. Decentralization grew out of the community control movement of the 1960s, which was itself a response to the bad old days of central control of a school system that was increasingly segregated and unequal. In this probing historical account, Heather Lewis draws on new archival sources and oral histories to argue that the community control movement did influence school improvement, in particular African American and Puerto Rican communities in the 1970s and 80s. Lewis shows how educators with unique insights into the relationships between the schools and the communities they served enabled meaningful change, with a focus on instructional improvement and equity that would be familiar to many observers of contemporary education reform. With a resurgence of local organizing and potential challenges to mayoral control, this informative history will be important reading for todays educational and community leaders.

"It is a worthy book, with probably the best collection of resources anywhere for those trying to combine organizing and development." --SHELTERFORCE MAGAZINE Organizing for Community Controlled Development is about renewing and revitalizing local living places through shared grassroots work focused on stimulating racial unity, civic vigor, and economic fairness. It proposes a detailed model for understanding the communities we call home and for guiding residents and their allies to strengthen local assets, reduce distress, and make and control needed social, political, and economic plans for change. This book′s coast-to-coast and beyond set of down-to-earth case studies aims at helping readers understand what are effective and what are ineffective methods for tackling renewal. Key Features Cases and their assessments: These offer ways that small communities across the globe today can honor diversity and civic responsibility and build programs that promote and facilitate year-around participation, while maintaining fruitful links to the governments, businesses, foundations and other institutions that can provide essential resources for change "How to" chapters: These chapters contain detailed, tested techniques for recruiting, planning, fundraising, communicating, leadership growth, and other skills and processes that are part of the book′s model which combines community organizing and community economic development. Suggestions on how and why authentic renewal groups can lay claim to resources adequate to carry out quality programs and projects with lasting impact: Throughout, the authors propose how organizing, planning, and implementation activities can be carried out with widespread inclusion of residents and other parties of interest, thereby insuring authenticity, ownership and support. Technical chapters on making a long-range plan for a renewal organization: Making a plan for a small community and all its interests is covered from building social strength, securing adequate resources, building a community′s financial assets, and creating affordable housing, to transforming a local shopping area, and boosting workforce development. Intended Audience: The book was written for students who aspire to work as community organizers, and all those who practice organizing and community development whether as volunteers or professionals.

Named one of the Ten Best Books about New York City by the New York Times

Based on an examination of four school districts facing the prospect of court-ordered detracking, Legal Rights, Local Wrongs challenges fundamental assumptions about the opportunities for equity-minded educational reform. Welner studied districts across the country in San Jose, California; Wilmington, Delaware; Woodland Hills, Pennsylvania; and Rockford, Illinois. These case studies show how white upper middle class parents exercised a disproportionate amount of power in local school policy making, and how that power was wielded to hinder reform opportunities intended to benefit low-income students of color. He shows how many school reforms must arise and develop within cauldrons of political interests and conflicting values and beliefs. This reform context is very different from the politically neutral environments presupposed by conventional school change literature. The book's political and normative focus accordingly examines the least often addressed—and yet most daunting—obstacles standing between America and the just, equitable schools portrayed in American rhetoric.