This chapter examines how powerful factions of the local community—in this case privileged parents of the Downtown School for Design, Media, and Technology—can wrest a philanthropic intervention and steer it toward their own ends and how reformers are compelled to acquiesce to these demands. As part of reformers' community fixations, parents and educators were imagined as connectable to each other in unprecedented ways thanks to recent advances in information and communication technologies, although the reformers also planned to offer more conventional mechanisms for parental involvement, such as the Parent–Teacher Association (PTA). The chapter first considers how parents were involved in community fixations at the Downtown School and how their hysteria about bullying and threats of exit fueled reformers' fears of an imminent collapse of their philanthropic project before discussing idealizations and conditions of community involvement as they relate to community fixations.
Princeton Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us.