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    Just Schools
    Building Equitable Collaborations with Families and Communities

    Ann M. Ishimaru (Author), James A. Banks (Series edited by)

    9780807763193

    Paperback / softback, published 27 December 2019

    216 pages
    22.8 x 15.4 x 1 cm, 0.303 kg

    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.

    • Contents (Tentative)
    • Series Foreword 
      James A. Banks
    • Acknowledgments
    • Introduction
    • Situating “
      What Counts”
      for Families in Education
    • Beyond Critique to Fostering Equitable Collaborations
    • Showing Up in the Work
    • A Few Notes on Language
    • Organization of the Book
    • Equitable Collaborations in Reaching for Transformation
    • 1. 
      Fuzzy Families, Prickly Racism: Framing the Problem Space
    • Start with Warm Fuzzies: Families Matter
    • Enter the Cold Pricklies: Racial Inequities from Parent Involvement to Family Engagement
    • Conclusions: From Involvement and Engagement Toward Equitable Collaboration
    • 2. 
      New Rules of Engagement: From Conventional Partnerships to Equitable Collaborations
    • Why Equitable Collaborations? Critical Race Theory, Community Organizing, and Sociocultural Learning
    • Toward Equitable Collaborations: Case Study of a “
      New Relationship”
    • A Changing Community: Traditional Approaches, Deficit Conceptions
    • “
      We Had to Take Action”
      : New Roles for Parents in the Formation of the Coalition
    • A Collaboration Emerges: Shared Responsibility for Systemic Change GOALS
    • Capacity- and Relationship-Building STRATEGIES for Systems Change
    • “
      Navigating Insecure Ground”
      : Change Processes at the End of the Honeymoon
    • Case Discussion: A “
      New Relationship”
    • Conclusions
    • 3. 
      Nondominant Families on Their Own Terms: Lived Theories of Educational Injustice
    • Introduction
    • Nondominant Family Insights as Lived Theories of Injustice
    • “
      They Just Want to Pass the Kids”
      : Systemic Dynamics of Accountability Policy and Equitable Learning
    • “
      Are You Speaking for Yourself or for All the Parents?”
      : Power and Engagement at the School Level
    • Listening to Respond: Inequities in the Moment at the Individual Level
    • Conclusions
    • 4. 
      Systemic Collaborations: Multiorganizational Educational Equity Initiatives
    • Cross-Sector Collaborations: New Policy Contexts for Engagement
    • New Context, Familiar Territory: Contextualizing Education Beyond the School Walls
    • Cross-Sector “
      Collabetition”
      : Reinforcing Interorganizational Inequities
    • Cultural Brokering as Bridging
    • Emerging Approaches to Equitable Cutural Brokering
    • Conclusions
    • 5. 
      Collaborating in Organizational Improvement: Data Inquiry with Families, Communities, and Educators
    • Conceptualizing Relationships Between Families and Data
    • A Model of Data Inquiry for Equitable Collaboration
    • Questioning Phase
    • Engaging Phase
    • Making Sense Phase
    • Tensions and Opportunities in Strategizing and Moving to Action
    • Conclusions
    • 6. 
      Rewriting Moment-to-Moment Interactions: Families as Co-designers
    • Racialized Institutional Scripts in Family–
      Teacher Relations
    • Changing Racialized Institutional Scripts
    • Putting Principles into Practice in Participatory Design-based Research
    • Co-design Practices as Rewriting Racialized Institutional Scripts
    • Repositioning Racial and Cultural Differences
    • Conclusions
    • 7. 
      Co-designing Justice and Well-Being with/in Systems and Conclusions
    • A Call to Reimagine Family and Community Engagement
    • District Leaders and Co-design
    • My Teaching Challenge: Proleptic Politic as Pedagogy
    • Dilemmas as Systemic Tensions
    • Co-design as “
      Solidarity-Dreaming”
    • On Solidarities
    • Conclusions (and New Openings)
    • Appendix A: Initial Partnership Assessment Tool
    • Appendix B: Final Lesson Topics and Design Principles
    • Notes
    • References
    • Index
    • About the Author

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