Challenges With Embracing Tension for Equitable Collaboration in Family-School Partnerships (Poster 40)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Examining Varied Educational Contexts and Communities From Multiple Perspectives

Abstract

This study examines how tensions and the strategies to address tensions within a family-school partnership can undermine or foster more equitable approaches for collaboration. Using a qualitative single-case study design, and drawing on equitable collaboration (Ishimaru, 2020), transformational resistance theory (Solorzano & Bernal, 2001), and applied tensional analysis (Mease, 2019), this study explores and illustrates how tensions emerge, the strategies used to address them, and the similarities and differences between response strategies that open possibilities for equitable collaboration, and response strategies that reinforce dominant institutional logics and school-centric paradigms. This case study examines the complexities of tensions within a family-school partnership, situated in a low-income, immigrant, and marginalized Latinx community in southern California, focused on improving early childhood education outcomes.

Author

• Adam M. Lara, University of California - Irvine