Sue Winton is an Associate Professor in the Faculty of Education at York University, Toronto, Canada. She is also co-director of the WERA, International Research Network on Families, Educators, and Communities as Educational Advocates program. Her research covers policy influences, practices, and effects and examines their implications for critical democracy. Lauri Johnson is an Associate Professor and Chair of the Department of Educational Leadership and Higher Education at Boston College, USA. She directs the college’s statewide Ed.D. program, and is the convener of the WERA International Research Network on Families, Educators, and Communities as Educational Advocates. Her research interests include culturally responsive school leadership in national and international contexts, school-community activism in urban school reform, and successful school leadership in high poverty schools.

• Introduction. Engaging Families, Educators, and Communities as Educational Advocates 1. Consulting, Mediating, Conducting, and Supporting: How Community-Based Organizations Engage With Research to Influence Policy 2. University–School–Community Partnership as Vehicle for Leadership, Service, and Change: A Critical Brokerage Perspective 3. Entrenched Enemies, Tactical Partners, or Steadfast Allies? Exploring the Fault Lines Between Teacher Unions and Community Organizing in the United States 4. Challenging School Reform From Below: Is Leadership the Missing Link in Mobilization Theory? 5. Boundary Spanners and Advocacy Leaders: Black Educators and Race Equality Work in Toronto and London, 1968–1995

Sue Winton is an Associate Professor in the Faculty of Education at York University, Toronto, Canada. She is also co-director of the WERA, International Research Network on Families, Educators, and Communities as Educational Advocates program. Her research covers policy influences, practices, and effects and examines their implications for critical democracy. Lauri Johnson is an Associate Professor and Chair of the Department of Educational Leadership and Higher Education at Boston College, USA. She directs the college’s statewide Ed.D. program, and is the convener of the WERA International Research Network on Families, Educators, and Communities as Educational Advocates. Her research interests include culturally responsive school leadership in national and international contexts, school-community activism in urban school reform, and successful school leadership in high poverty schools.

• Introduction. Engaging Families, Educators, and Communities as Educational Advocates 1. Consulting, Mediating, Conducting, and Supporting: How Community-Based Organizations Engage With Research to Influence Policy 2. University–School–Community Partnership as Vehicle for Leadership, Service, and Change: A Critical Brokerage Perspective 3. Entrenched Enemies, Tactical Partners, or Steadfast Allies? Exploring the Fault Lines Between Teacher Unions and Community Organizing in the United States 4. Challenging School Reform From Below: Is Leadership the Missing Link in Mobilization Theory? 5. Boundary Spanners and Advocacy Leaders: Black Educators and Race Equality Work in Toronto and London, 1968–1995

Sue Winton is an Associate Professor in the Faculty of Education at York University, Toronto, Canada. She is also co-director of the WERA, International Research Network on Families, Educators, and Communities as Educational Advocates program. Her research covers policy influences, practices, and effects and examines their implications for critical democracy. Lauri Johnson is an Associate Professor and Chair of the Department of Educational Leadership and Higher Education at Boston College, USA. She directs the college’s statewide Ed.D. program, and is the convener of the WERA International Research Network on Families, Educators, and Communities as Educational Advocates. Her research interests include culturally responsive school leadership in national and international contexts, school-community activism in urban school reform, and successful school leadership in high poverty schools.

• Introduction. Engaging Families, Educators, and Communities as Educational Advocates 1. Consulting, Mediating, Conducting, and Supporting: How Community-Based Organizations Engage With Research to Influence Policy 2. University–School–Community Partnership as Vehicle for Leadership, Service, and Change: A Critical Brokerage Perspective 3. Entrenched Enemies, Tactical Partners, or Steadfast Allies? Exploring the Fault Lines Between Teacher Unions and Community Organizing in the United States 4. Challenging School Reform From Below: Is Leadership the Missing Link in Mobilization Theory? 5. Boundary Spanners and Advocacy Leaders: Black Educators and Race Equality Work in Toronto and London, 1968–1995