Reparative-advocacy planning to address racialized inequities in public school facilities

Akira Drake Rodriguez

Journal of Race, Ethnicity and the City, 2025, vol. 6, issue 2, 132-157

Abstract: Public schools are an infrastructure that contribute to neighborhood quality and stability; however, the legacy of racial planning of school facilities and neighborhoods produces inequities in both. School facility plans employ technocratic approaches that fail to account for existing racial and spatial disparities. This paper examines the school facility planning process led by the Philadelphia school district and a counter-planning process led by educational advocates through a participatory action research design. Findings include how communities, school districts, and city officials can cooperate and co-produce school facilities that serve the broader needs of historically disinvested places. The findings also show how reparative-advocacy frameworks offer more viable alternatives to rational-comprehensive plans by identifying specific racialized harms to repair during the planning process. Reparative-advocacy frameworks can increase advocacy capacity and plan accountability through broad-based political education on racialized disinvestment during the plan engagement process.

Date: 2025
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DOI: 10.1080/26884674.2025.2465561

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