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Safety and Inner City Neighborhood Change: Student and Teacher Perspectives.
Sejal Patel1, Miad Ranjbar1, Tawnya C Cummins1
1Ryerson University, Toronto, ON, Canada.
Education and Urban Society
|February 18, 2022
Summary
This study explored safety perceptions in a revitalized Canadian neighborhood. Students felt safe at school but worried about community violence and revitalization
Area of Science:
- Urban Studies
- Sociology
- Education Policy
Background:
- Mixed-income communities are a common urban revitalization strategy in North America.
- This study examines a Canadian inner-city neighborhood undergoing revitalization and school redesign.
- Revitalization efforts can lead to displacement and impact social bonds.
Purpose of the Study:
- To investigate student and teacher perspectives on safety in a revitalizing Canadian neighborhood.
- To understand the effects of housing relocation and school mobility on students.
- To assess the impact of revitalization on community safety and social cohesion.
Main Methods:
- Qualitative study focusing on student and teacher perspectives.
- Investigated safety concerns, bullying, and displacement in a marginalized neighborhood.
- Examined the link between community revitalization and school environment.
Main Results:
- Students felt safe within school but aware of neighborhood violence, crime, and racial stereotyping.
- Displacement due to housing relocation and school mobility increased concerns about safety and social bonds.
- Students expressed skepticism about revitalization addressing root causes of violence.
Conclusions:
- Children's voices are crucial in policy planning, implementation, and evaluation.
- Revitalization strategies must consider the social and emotional impacts on students and families.
- Addressing community-level violence and racial stereotyping is essential for genuine safety.
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