Critical Approaches to Educational Partnerships with African American Families: The Relevancy of Race in Ideology and Practice
Item
Title
Critical Approaches to Educational Partnerships with African American Families: The Relevancy of Race in Ideology and Practice
Abstract/Description
This chapter discusses notions and practices of educational involvement, engagement and partnerships to challenge the prevailing, yet faulty ways they deemphasize race. Critical theories and research findings related to the saliency of race and the culture of power in schools are then marshaled to explain how racial factors distinctly shape many African American families' desire for voice, choice, and representation in schools. Suggestions are made about how educators can draw upon research and theoretical insights to co-develop partnerships that are responsive to African American families' experiences, strengths, aspirations, internal diversity, and needs. The chapter emphasizes how developing Afro-affirmative educational partnerships is essential for respectfully collaborating with African American families in democratic ways that increase equity-oriented school success. The scholarship discussed in the chapter denotes many racial realities that African American families painfully and strategically wrestle with as they construct their involvement, engagement, and/or partnership roles.
Author/creator
In publication
Pages
51-70
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
IRE Approach/Concept
Primary national context
Open access/full-text available
No
Citation
Wilson, C. M. (2019). Critical Approaches to Educational Partnerships with African American Families. In The Wiley Handbook of Family, School, and Community Relationships in Education (pp. 51–69). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119083054.ch3
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