The author describes the experiences of 16 Black parents as they engaged in their children's K-12 schools in a city in the Upper Midwest, drawing on critical race theory to illustrate their counternarratives. After introducing the parents and their temporal, geographic, and school district contexts, as well as critical race theory and how it has informed the work, chapters discuss the concept of racial realism in relation to Black parents advocating for high-quality education in the context of anti-Black racism; how Black parents in the school district resisted parent engagement norms of individualism and equal opportunity and were committed to improving the education of other marginalized children; how white supremacy operated in shared school governance and the school district; the experiences of parents five years after the initial interviews; and how the district and any school community can develop more liberatory family-school partnerships by disconnecting the quality of students' education from parent engagement, reorienting school communities away from individualistic ideas of parent engagement and towards collective educational justice, and rebuilding shared school governance with commitments to equality by centering the experiences and needs of parents of color. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
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Jennifer L. McCarthy Foubert is an assistant professor of educational studies at Knox College, and a sociologist of education, critical race theorist, and teacher educator. Jennifer is a former Seattle Public Schools teacher who has worked with preservice and practicing teachers, and parents and families, for two decades across a variety of school community contexts.
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Paperback. Zustand: New. Drawing from the lived experiences of Black parents as they engaged with their children's K-12 schools, this book brings a critical race theory (CRT) analysis to family-school partnerships. The author examines persistent racism and white supremacy at school, Black parents' resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families. The children in this study attended schools with varying demographics and reputations. Their parents were engaged in these schools in the highly visible ways educators and policymakers traditionally say is important for children's education, such as proactively communicating with teachers, helping with homework, and joining PTOs. The author argues that, because of the relentless anti-Black racism Black families experience in schools, educators must depart from race-evasive approaches and commit to more liberatory family-school partnerships.Book Features:Includes an introduction to CRT and explains how it informed this study.Draws from Derrick Bell's notion of racial realism to make sense of Black parent participants advocating for high-quality education in the context of persistent anti-Black racism.Examines how Black parents resisted individualism and were, instead, committed to improving the education of all marginalized children.Shows how white supremacy operated in shared school governance despite schools having inclusive practices.Explores how anxiety and stress caused by the Trump presidency impacted parents' school engagement.Describes three ways any school community can develop family-school partnerships for collective educational justice. Bestandsnummer des Verkäufers LU-9780807767245
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