Rejecting Transactional Family–School Partnerships and Enacting More Liberatory Family Literacy Work

In this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' pe...

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Bibliographic Details
Published in:The Reading teacher 2023-03, Vol.76 (5), p.627-630
Main Author: McCarthy Foubert, Jennifer L.
Format: Article
Language:English
Subjects:
Advocacy
Black parents
Educational partnerships
Families & family life
family–school partnerships
Home school relationship
liberatory
Literacy
Parent participation
Quality of education
Racism
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Summary:In this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' perceptions of parenting, and those that tether high‐quality education to parents' levels of advocacy. Ultimately, I consider four characteristics of educators enacting more liberatory family literacy work.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2186