Via bell hooks, Bettina Love (2019) describes “homeplace” as “a space where Black folx truly matter to each other, where souls are nurtured, comforted, and
fed” (p. 63). Public schools should offer all students “homeplaces,” but unfortunately schools can often be the opposite—places of alienation,
dehumanization, and harm that has disproportionately impacted Black, Indigenous, Latinx, and Asian American students, students in poverty, students with
disabilities, and other historically marginalized students. The purpose of this place-based community project is to better understand both the assets of
communities and the structural barriers community members must confront. Individually, students will identify a neighborhood, school, or district where
students are under-resourced and create a video presentation that helps them better know, appreciate, and fight for the homeplaces our students deserve.
Project questions
Community assets
Who are community leaders and where are community places?
Structural barriers
To what extent and in what ways is the school, district, and community under-resourced or over-surveilled? (e.g., languages served, funding, academic
programs; access to transportation, healthy food, public amenities)
Which communities are over-resourced in relation to the community you’re researching? Why?
Equity action
What actions can be taken in the short- and long-term to amplify community resources and confront educational and social inequities?

Sample Solution

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