Abstract
In this concluding chapter, the author discusses key insights gleaned from the previous chapters to identify authors’ shared themes and some distinct contentions. These insights call for educators to reject deficit-based ideologies about students and families, understand schools as contested cultural sites, unmask schooling’s racist and colonial legacies, validate familial and communal knowledge via culturally relevant instruction, and conduct innovative, collaborative, and critical family-centered research. The author then pinpoints implications for enacting transformative family-school partnership practices. Along the way, she suggests how to conduct research on and with families to better understand the most equitable and effective ways of collaborating with them to enhance students’ learning and overall well-being. She further links such transformation to countering divisive and exclusive cultural politics, sharing power, promoting the structural inclusion of diverse families, and honoring families’ agency, resistance, and leadership.
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Notes
- 1.
This is based on 2013–2014 statistics regarding the racial-ethnic backgrounds of Head Start students reported by Child Trends Databank. (2015). Head start. Available at https://www.childtrends.org/indicators/head-start
- 2.
See N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
- 3.
I published under the name Camille Wilson Cooper prior to 2011.
- 4.
In this discussion, the authors reference Lipka, J. (1994). Culturally negotiated schooling: Toward a Yup’ik mathematics. Journal of American Indian Education, 14–30.
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Wilson, C.M. (2019). Volume 4 Commentary: Insights for Co-constructing Transformative Family-School Partnerships that Increase Cultural Responsiveness, Justice, and Care. In: McWayne, C., Doucet, F., Sheridan, S. (eds) Ethnocultural Diversity and the Home-to-School Link. Research on Family-School Partnerships. Springer, Cham. https://doi.org/10.1007/978-3-030-14957-4_9
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