Hope and Healing in Urban Education

Ginwright, Shawn

doi:10.4324/9781315757025

Cited by 208Critical and Liberation PedagogyCritical Race Theory in EducationParental Involvement in Education

Hope and Healing in Urban Education

Ginwright, Shawn·2015·Routledge eBooks

DOI 10.4324/9781315757025

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Abstract

Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities. Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors. The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies. At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.

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The Radical Healing Framework provides a key perspective for understanding the mechanisms in urban intensive, asset-based alternative schools that support the mental health of formerly incarcerated, transition-age Black male students.
“The Radical Healing Framework (RHF) provides a key perspective for understanding the mechanisms in urban intensive, asset-based alternative schools that support the mental health of formerly incarcerated, transition-age Black male students (French et al., 2020;Ginwright, 2015;Lea et al., 2025).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ginwright, 2015
Asset-based alternative schools adopt a holistic approach to education and support.
“In contrast, asset-based alternative schools adopt a holistic approach to education and support (e.g., Ginwright, 2015;Hooks, 2014;Ladson-Billings, 2024;Love, 2019;Paris & Alim, 2017;Stacy et al., 2019).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ginwright, 2015
Alternative schools should be designed to function as flexible, supportive hubs responsive to students' intersecting educational, mental, economic, cultural, and developmental needs.
“the importance of designing alternative schools to function as flexible, supportive hubs responsive to students' intersecting educational, mental, economic, cultural, and developmental needs (Gardner et al., 2024;Ginwright, 2015;Saleem et al., 2022).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ginwright, 2015

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Authors: Ginwright, S.
Affiliations: San Francisco State University (US)
Corresponding author: Ginwright, Shawn
ORCID: Ginwright, Shawn
Venue: Routledge eBooks
Publisher: Routledge
Published: 2015-07-30
DOI: 10.4324/9781315757025
OpenAlex: W4253562351
Cited by: 207
References: 0
Citations by year: 2026: 25 · 2025: 21 · 2024: 24 · 2023: 19 · 2022: 23 · 2021: 24 · 2020: 39 · 2019: 14 · 2018: 10 · 2017: 6 · 2016: 1 · 2015: 1
FWCI: 11.64
Type: book
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
Topics: Social Sciences › Education › Critical and Liberation Pedagogy
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Social Sciences › Education › Parental Involvement in Education
Keywords: healing justice, urban education, teacher activism, structural violence, hope, citizen participation, academic performance, community healing, social change, urban poverty, urban violence, oppression, political action

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