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OverviewDrawing 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. Full Product DetailsAuthor: Jennifer L. McCarthy Foubert , James A. BanksPublisher: Teachers' College Press Imprint: Teachers' College Press Weight: 0.163kg ISBN: 9780807767245ISBN 10: 0807767247 Pages: 112 Publication Date: 22 July 2022 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContents Series Foreword James A. Banks ix Preface xv Acknowledgments xix 1. The Racial Reality of Schools for Black Families 1 The Most Livable City . . . For Whites Only 2 The Parent Participants 3 Black Lives Matter: The 2014-15 School Year Context 4 Critical Race Theory 7 A More Liberatory Future With CRT 12 2. Racial Realist Parent Engagement 13 Damned If You Do, Damned If You Don't, Apparently 14 Parents' Approaches to Teaching Children About Anti-Black Racism 20 Racial Realist Parent Engagement as a Framework for School Partnerships With Black Families 26 3. Resisting Individualism and Engaging for the Collective 29 In Everyday School Involvement 30 When Choosing Schools and Extracurriculars 33 In the Community 35 In Parent Groups 37 Engaging for Collective Educational Justice 38 4. The Persistence of White Supremacy in Shared School Governance 40 Restrictive, Still-Restrictive, and Expansive Visions of Equality 42 Parent Teacher Organizations 44 African American Empowering Parent Groups 48 The African American Parent Council 52 BOSD's Still-Restrictive Visions of Equality 53 5. Five Years Later: The Ongoing Salience of Racial Realist Parent Engagement 55 The New Sociopolitical Context of 2019 56 Persistence of Racial Realist Parent Engagement Across Time and Space 57 Strategically Stepping Away From Shared School Governance 62 Calling on Educators to Join Black Families in Resisting 63 6. In Conclusion: Mapping More Liberatory Family-School Partnerships 64 Untethering Education Quality From Individual Parents' Engagement 65 Reorienting Toward Collective Educational Justice 67 Expansive Equality in Shared School Governance 69 Conclusion 72 Appendix: Study Methodology 73 Recruiting Participants 74 Participant Demographics 74 Data Collection 75 Data Analysis 77 Humanizing Research 77 Notes 79 References 81 Index 85 About the Author 89ReviewsAuthor InformationJennifer 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. Tab Content 6Author Website:Countries AvailableAll regions |
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