“Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity

Item

Title

“Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity

Abstract/Description

Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric “parent involvement” activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a “place” for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.

Author/creator

Barajas-López, Filiberto

Ishimaru, Ann M.

Date

2020

Volume

55

Issue

1

Pages

38–65

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

en Empirical

Keywords

race

urban education

parental involvement

multicultural schools

parent participation

families

equity

educational reform

IRE Approach/Concept

Equity

Education Reform

Community-Based Design Research (CBDR)

Family Engagement

DOI

10.1177/0042085916652179

URL

Publisher Webpage

ERIC Link (#EJ1235598)

Open Access PDF

Other related resources/entities

Equitable Parent-School Collaboration Research Project

Citation

Barajas-López, F., & Ishimaru, A. M. (2020). “Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity. Urban Education, 55(1), 38–65. https://doi.org/10.1177/0042085916652179

Item sets

Open Access Resource (IRE)

• Email