Liberatory Family Engagement in Urban Schools: Supporting School Leaders in Mindful Reflexivity and Praxis With Families

• In Event: 81.022 - Dismantling Our Delusions: Mindful Reflexivity as Liberation

Abstract

Objectives
Research regarding effective family-school partnerships consistently emphasizes the need for egalitarian relationships, mutual respect, and shared power (Reschly & Christenson, 2012). Yet very few educators are able to engage families of color from historically disenfranchised communities effectively (Mapp & Hong, 2010). We have worked to create a liberatory model of family engagement in urban schools, grounded in community organizing (Warren & Mapp, 2011) and popular education (Freire, 1970), which emphasizes shared power between families and school leaders. This model has been successfully implemented at two different urban schools in Oakland, CA, both serving communities of color disproportionately affected by poverty, incarceration, and community violence. The purpose of this study was to explore the experiences of the school administrators, social-workers, and teachers implementing this model, and their stories of mindful reflexivity and critical praxis. Data presented here demonstrate the impact of the socio-historical and tangible/material context analyses of the STAR Framework.

Theoretical Framework
Our model of family engagement is grounded in Freirian (1970) conceptions of popular education, a pedagogical framework that stresses egalitarian relationships between teachers and students as well as dialogue and reflection as a means to liberation. This framework is a tool for building counter-narratives to deficit-based narratives of parent involvement research and practice (Beckett, Glass, & Moreno, 2012). Similarly, community organizing focuses on building relational power among marginalized communities to influence positive change (Medriatta, Shah, & McAlister, 2009). This study focuses on the educators and mental health clinicians working to implement liberatory family engagement practices, and explores the use of the STAR framework to promote mindful reflexivity and transformation.

Methods and Data Sources
The following research questions guided this study: How do administrators, teachers, and school social workers understand liberatory family engagement practices in their setting? How has mindful reflexivity supported the development of their critical praxis when engaging with families of color in urban schools? Semi-structured interviews were conducted with principals, vice principals, school office managers, school social workers, and lead teachers at two public charter schools (n = 12). As a means of triangulation, artifacts from community events were gathered (e.g., fliers for advertising), as well as field notes from monthly family meetings.

Findings
Analysis of interviews, artifacts, and field notes indicated that as school leaders became critically conscious of the politicized history of urban schools and the communities they served, they were better able to create accessible spaces for families. All school leaders acknowledged the challenges of working within a top-down business model of schooling, but through mindful reflexivity were able to engage in what we have termed, “moments of resistance,” in which they challenged oppressive ways of thinking and being with families.

Scholarly Significance
Because families and schools are arguably the two most critical contexts for children’s development, it is imperative that scholars and practitioners continue to understand how urban school leaders can create meaningful partnerships with families of color. Findings here extend the literature on the personal transformation necessary for school leaders to engage in liberatory family engagement practices.

Authors

• Rebecca Anguiano, St. Mary's College of California

• Cynthia Martinez, Saint Mary's College of California