Just Schools :Building Equitable Collaborations with Families and Communities - Multicultural Education Series
Just Schools :Building Equitable Collaborations with Families and Communities - Multicultural Education Series
paperback
Published:
27 December, 2019
paperback
Published:
27 December, 2019
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Description
Just Schools examines the challenges and possibilities for building more equitable forms of collaboration among non-dominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer promising possibilities for improving student learning, transforming educational systems, and developing robust partnerships that build on the resources, expertise, and cultural practices of non-dominant families. Based on empirical research and inquiry-driven practice, this book describes core concepts and provides multiple examples of effective practices.
Book Features:
- Broadens the dominant conception of leadership to include traditionally marginalized parents and communities as potential educational leaders.
- Explores partnerships from both a system-wide and in-school basis, with detailed portraits of what is possible.
- Translates theoretical principles at multiple scales: systemic, school, and individual practice.
- Shares studies focused on a broad range of contexts, strategies, and practices for enacting equitable collaboration with families.
More Details
| Type | Book |
|---|---|
| ISBN13 | 9780807763193 |
| ISBN10 | 0807763195 |
| Number Of Pages | 216 |
| Item Weight | 303 g |
| Product Dimensions | 154 x 228 x 10 mm |
| Publisher / Reseller | Teachers' College Press |
| Format | paperback |
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Media Reviews
“Research and praxis that seek to resist and transform the growing inequity and racism in the United States are essential to transform schools into sites of justice. Ishimaru’s book provides an imaginative and inspiring approach for school communities to persist in this work.”
—Teachers College Record