Racialized Institutional Scripts and Family Engagement: Narratives of Social Justice-Oriented Teacher Education Program Graduates

• In Event: Reenvisioning Teacher Education Policy and Programs to Construct Educational Possibilities

Abstract

Drawing from a prior narrative study, this paper reanalyzes accounts of recent graduates from one social justice-oriented teacher education program by exploring how they conceptualize and implement family engagement as they navigate racialized institutional scripts as new teachers. After reframing analysis through Ishimaru’s (2019) Equitable Collaborations Framework along with Ishimaru and Takahashi’s (2017) work on racialized institutional scripts, the findings reveal that recent graduates from a teacher education program focused on equitable home-school collaborations reinforce racialized institutional scripts in some ways while also holding considerable agency to disrupt traditional family-teacher power dynamics. This research provides insights for teacher educators aiming to prepare graduates who will foster equitable home-school collaborations with BIPOC families and counter racialized scripts.

Authors

• Yone Rodriguez, Claremont Graduate University

• Danielle Huddlestun, San Diego State University

• Mayeen Quader, University of California - Riverside