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Title
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Educational and Community Leadership: Unrealized Synergies for Equitable Parent-Family-School Collaboration
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Abstract/Description
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This chapter examines the role of formal educational leadership practice in collective, community-based family engagement initiatives. The term “formal” leader refers to individuals with positions of formal authority, such as principals, vice principals, or district administrators. The chapter provides a brief summary of research that addresses both the importance of leaders in fostering more equitable forms of family engagement and the constraints they often impose on it. It focuses on a mixed-methods study designed to understand how school leadership for engagement in the context of parent organizing impacted parent-school relations in one district. The findings from the study suggest that schools with a combination of high organizing and leadership for partnering had the most positive parent-school climates. The chapter closes with suggestions for promising directions for practices and research to support principals and systems leaders in engaging families in co-design work as a process of reciprocal learning.
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Date
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2019
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Editor
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Sheldon, Steven B.
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Turner-Vorbeck, Tammy A.
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Pages
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489-509
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IRE Approach/Concept
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Parent-Family-School Collaboration
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Equity
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Family/Community Leadership
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Educational Justice
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Open access/full-text available
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en
No
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Peer reviewed
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en
Yes
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Citation
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Ishimaru, A. M. (2019). Educational and Community Leadership. In The Wiley Handbook of Family, School, and Community Relationships in Education (pp. 489–509). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119083054.ch23
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