Reenvisioning Family-School-Community Partnerships: Reflecting on Five Years of Dialogues on Race Programming within an Urban School Community
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| Title: | Reenvisioning Family-School-Community Partnerships: Reflecting on Five Years of Dialogues on Race Programming within an Urban School Community |
|---|---|
| Language: | English |
| Authors: | Cook, Amy L., Troeger, Rebecca, Shah, Alveena, Donahue, Patricia, Curley, Micaela |
| Source: | School Community Journal. 2020 30(2):121-154. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Family School Relationship, School Community Relationship, Partnerships in Education, Urban Education, Racial Attitudes, Racial Relations, Critical Theory, Race, Equal Education, Educational Improvement, Barriers, Social Justice, Racial Bias, Urban Schools, Racial Identification, Cultural Awareness, Attitude Change |
| ISSN: | 1059-308X |
| Abstract: | Race dialogues have the potential to promote shared family-school-community partnerships and equity in urban educational practices. Participation in dialogues allows for diverse school community stakeholders to engage in courageous conversations and reflect on how racial power dynamics affect students and families within the school community. We sought to explore how dialogues conducted among school community members may impact school climate and promote educational justice. Critical Race Theory in Education guided dialogues programming and analyses. Semistructured interviews with 11 participants were conducted and analyzed using qualitative content analysis. Findings revealed a variety of participant experiences and learning qualitatively differed by racial identity and depth of personal engagement in the dialogues. Although the race dialogues supported personal growth, connection, trust, and a sense of commitment to school improvement for many, participants described several barriers to change, including time constraints and varied commitment to educational justice. Implications of dialogues and their impact on family-school-community partnerships are described. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276949 |
| Database: | ERIC |
| Abstract: | Race dialogues have the potential to promote shared family-school-community partnerships and equity in urban educational practices. Participation in dialogues allows for diverse school community stakeholders to engage in courageous conversations and reflect on how racial power dynamics affect students and families within the school community. We sought to explore how dialogues conducted among school community members may impact school climate and promote educational justice. Critical Race Theory in Education guided dialogues programming and analyses. Semistructured interviews with 11 participants were conducted and analyzed using qualitative content analysis. Findings revealed a variety of participant experiences and learning qualitatively differed by racial identity and depth of personal engagement in the dialogues. Although the race dialogues supported personal growth, connection, trust, and a sense of commitment to school improvement for many, participants described several barriers to change, including time constraints and varied commitment to educational justice. Implications of dialogues and their impact on family-school-community partnerships are described. |
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| ISSN: | 1059-308X |
