Equity in School-Parent Partnerships

Socorro G. Herrera is a professor of education and director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University. She received the 2022 AERA Division K Legacy Award. Lisa Porter is an assistant professor of sociology at James Madison University. Katherine Barko-Alva is an assistant professor of ESL/bilingual education and director of the ESL/Bilingual Education Program at William & Mary, School of Education.

• Foreword Luciana C. de Oliveira xiAcknowledgments xiiiIntroduction xv1. Questioning Limiting Visions: Reconceptualizing Engagement Possibilities 1Introduction 1With the Best of Intentions, We've Failed to Arrive 3Do unto Them: Unidirectional Models for Parental Engagement and Involvement 11Beyond the Models: Families as Equal Contributors for Social and Academic Growth 16Conclusion 22References 232. "They Just Don't Show Up" 27Introduction 27Mi Abuelita & Hawthorne's Scarlet Letter 28Living Through Language: Community and School 30Principal Thompson's Confession 34Conclusion 39Check It Out, Plan It Out, Try It Out 40Momentos de Reflexión (Moments of Reflection) 41References 413. Burying Fossilized Practices: Disruption los Deberes (Homework) 43Introduction 43Martha's Story 44Homework as a Fossilized Practice 46The Monday Packet 47From Pendulum Swings to Paradigm Shifts: Disrupting Los Deberes 49Solving the Homework Problem 50Disrupting Los Deberes 51Innovation Artifact: Finding New Ways to Engage Students and Families with Homework 53Transformative Pedagogical Practices: Fostering Relations Between Teachers and CLD Families 58Conclusion 63Check It Out, Plan It Out, Try It Out 65Momentos de Reflexión (Moments of Reflection) 65References 664. Broadening Conceptions of Community in Engagement 69Introduction 69Atifa, the Community Peacekeeper 72Revisiting Cariño 73To Cultural Competency and Beyond 74Traditional Partners with a Twist 80Conclusion 86Check It Out, Plan It Out, Try It Out 87Momentos de Reflexión (Moments of Reflection) 87References 885. Planting on Fertile Ground: ESL/Dual Language Programs and Parental Engagement 91Introduction 91Leveling the Ground: Addressing Challenges of ESL and DLBE Settings for CLD Families 93La Señora Lupe y Sus Tamales Sagrados (Mrs. Lupe and Her Sacred Tamales) 97Cultivating the Soil: Possibilities of DLBE Programs as Models for School Community 100Melanie, Bill, y (and) Mackenzie 100Conclusion 106Check It Out, Plan It Out, Try It Out 107Momentos de Reflexión (Moments of Reflection) 107References 1086. Projecting Our Socialization No Longer: Pobrecitos Hijos y Padres (Pity for Poor Childrenand Parents) 111Introduction 111Accommodation Readiness: Socialized to Expect 113Critical Reflection: Family Is Where Our Own Stories Begin 117Reflection on the ARS Levels: Implications for Parental Confianza, Cariño, y Respeto (Trust, Loving Care, and Respect) 118Rewriting the Narratives: Owning Our Historical Reality 131Conclusion 136Check It Out, Plan It Out, Try It Out 138Momentos de Reflexión (Moments of Reflection) 138References 1397. Furthering the Pedagogy of Hope 143Introduction 143The District 144The School 146The Classroom 149Defining Capital Through an Asset-Based Perspective 152Love and Hope: One Question and Step at a Time 154Conclusion 157Check It Out, Plan It Out, Try It Out 159Unity 159References 160Index 161About the Authors 169

“This thin, idea-packed textbook proposes a critical reimagining of family-school partnerships in U.S. classrooms. Lead author Socorro Herrera is well known for her textbooks on teaching CLD students: students whose home language and culture differ from the dominant culture of school. This book builds on her past work on culturally responsive teaching while diving deeper into the role of family-teacher relationships. She is joined by co-authors Lisa Porter, a sociologist of education, and Katherine Barko-Alva, a scholar of ESL and bilingual education. The authors move smoothly between theoretical concepts, vignettes, discussion questions, and practical advice with a facility that will appeal to teachers, pre-service teachers, and teacher educators alike. The theories they draw on include well-worn family engagement standards such as relational trust and funds of knowledge, alongside concepts less commonly found in family engagement texts, such as sociological imagination and radical kinship.”—Teachers College Record