(Re)conceptualizing family-school partnerships with and for culturally and linguistically diverse families

ABSTRACT Family-school partnerships between special education personnel and culturally and linguistically diverse families can be fraught with disrespect and cross-cultural and linguistic barriers. As a ‘wicked problem,’ the negative interactions culturally and linguistically diverse families have over time with professionals operate as mechanisms to disempower families, further resulting in inequitable and unbalanced family-school partnerships. That said, I propose a (re)conceptualization for special education teacher preparation research and practice to support the expansion and transformation of school personnel’s interactions and collaborations with culturally and linguistically diverse families. I thread two existing frameworks: community cultural wealth and ecological resilience to imagine this (re)conceptualization. Then, I discuss implications for institutional change, including transformations in thought, research, practice, and policy.

• Publication year

  2019

• Venue

  Race Ethnicity and Education

• Publication date

  2019-04-02

• Fields of study

  Sociology, Education

• Identifiers
  DOI 10.1080/13613324.2019.1599339
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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