“Establishing school-family-community partnerships to promote the social, emotional, and academic learning of students is the most important challenge for 21st-century education. In this volume, leading practitioners and researchers compellingly convey the rationale and inspiration for these partnerships. They also share many practical, innovative, and effective strategies that readers can readily implement to engage partners in raising knowledgeable, responsible, caring, and contributing children.”
—Roger P. Weissberg, Liberal Arts and Sciences Distinguished Professor University of Illinois at Chicago
Making schooling a community endeavor!
Because schools are the heart and soul of a community, educational leaders have a responsibility to bring the community into the school, as well as to make the school a part of the surrounding community. This volume in the Soul of Educational Leadership series goes beyond administrative skills to examine educators' pivotal role of leading family and community involvement in school success.
With articles written by leading authorities and practitioners in the field, this resource discusses how school leaders can build successful family and community partnerships that flourish even in trying circumstances and over time. Readers will find:
Contributions from Alan M. Blankstein, Pedro A. Noguera, Mavis G. Sanders, Paul D. Houston, Edward H. Moore, and others; Inspiring and unique perspectives on the interplay of family and community in school success; Ideas for engaging families as partners.
Chapter 2: Parents as Leaders: School, Family, and Community Partnerships in two Districts
Parents as Leaders: School, Family, and Community Partnerships in two Districts
Despite significant growth in the research on parent involvement and a general acceptance of its importance in education reform, parents have been kept at the periphery of education decision making (for example, see Fine, 1993; Nichols-Solomon, 2000). This marginalization is largely a result of an unequal distribution of status, power, and information between parents and professional educators. While the exclusion of low-income families in education decision making is most pronounced (see Lareau & Horvat, 1999), families with greater financial resources are also at risk. More than a decade ago, Fine observed,
In current school reform movements, parents do not even enter school-based discourse “as if” ...