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Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice

Item

Title
Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice
Abstract/Description
Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide “taken-for-granted” norms, expectations, and assumptions that constrain marginalized families and educators in exercising collective agency to disrupt educational inequities. In this paper, we bring together the concept of institutional scripts from organizational theory with transformative agency from sociocultural learning theories to address the moment-to-moment interactions between families and educators that may rewrite racialized institutional scripts and expand collective parent–teacher identities. Drawing examples from a parent–educator participatory design-based research project, we highlight how collaborative activity might (a) reframe expertise, (b) surface and examine contradictions, and (c) attend to power in relational dynamics in order to expand identities and interactions in the presence of racial, cultural, and class differences across roles. We argue that examining parent–teacher activity through these lenses opens possibilities for building parent–teacher relations toward collective agency and critical solidarities toward educational justice.
Author/creator
Ishimaru, Ann M.
Takahashi, Sola
Date
2017
In publication
Peabody Journal of Education
Volume
92
Issue
3
Pages
343-362
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Theoretical
en Empirical
IRE Approach/Concept
Organizational Theory
Transformative Agency
Sociocultural Theory
School Family Partnership
Participatory Design-Based Research (PDR)
Racialized Institutional Scripts
Educational Justice
Cultural Historical Activity Theory (CHAT)
Co-Design
Featured case/project
Kellogg School District
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0161-956X
DOI
10.1080/0161956X.2017.1324660
URL
Publication Webapge
ERIC Link (#EJ1147289)
Citation
Ishimaru, A. M., & Takahashi, S. (2017). Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice. Peabody Journal of Education, 92(3), 343–362. https://doi.org/10.1080/0161956X.2017.1324660

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Items with "Alternate version: Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice"
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Just Schools: Building Equitable Collaborations with Families and Communities Book
Items with "Other related resources/entities: Disrupting Racialized Institutional Scripts: Toward Parent–Teacher Transformative Agency for Educational Justice"
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Interview With Ann Ishimaru Interview

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