Silencing Bicultural Parental Voices through Educational Satisfaction: What Do We Need to Know?

One of our FLDC members, Edward Olivos, recently published an article called Silencing Bicultural Parental Voices through Educational Satisfaction: What Do We Need to Know?  Dr. Olivos questions face-value notions of  minoritized “parental satisfaction” in schools, arguing for the importance of understanding “their educational beliefs and values about education and their knowledge about the US […]

Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories

Image of girls that "tinker" with sewing machine

Shirin Vossoughi is an author in Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories. Here the authors address how children’s physical interactions when they are learning together reflect histories, ethical stances and relationships over time, which can lead to acts of solidarity among children. To read more, click here. Read Article

Family-School Relationships Are the Missing Link in COVID-19 Era Education

Ed Week "Family-School Relationships Are the Missing Link in COVID-19 Era Education"

A variety of FLDC members authored a thoughtful article, Family-School Relationships Are the Missing Link in COVID-19 Era Education. The article touches upon the important value that is the collaboration between families, communities, and schools especially now as COVID-19 has further magnified the deeply rooted historical injustices found in our inequitable educational system. Read more […]

Restoring Indigenous Systems of Relationality

Living respectively with the land and with one another

Megan Bang, along with several other Indigenous scholars, author Restoring Indigenous Systems Of Relationality, where they “imagine a world that fosters stronger human relationships with each other and with the land—the world that we need.”   To read more click here! Read More

How to Engage with Families During COVID-19 Stay-at-Home Schooling

SESEC Survey Data

Check out this blog post, How to Engage with Families During COVID-19 Stay-at-Home Schooling, about FLDC member, Southeast Seattle Education Coalition (SESEC). In the post by Riddhi Divanji and Ella Shahn, SESEC Executive Director Erin Okuno shares, “we need to slow down and take time to build relationships. Relationships are the glue that holds our […]

As Tensions With Iran Escalate, It Is Time to Challenge Empire in the Classroom

Photo of muslim kids at desks

In a January 2020 editorial in, FLDC member Shirin Vossoughi, along with Roozbeh Shirazi and Sepehr Vakil, challenge narratives that dehumanize Middle Eastern peoples while promoting empire and war. “It is crucial for educators to acknowledge the emotional and psychological burden that Iranian, Iraqi and other Middle Eastern students are carrying, and to stand […]

New Book: Just Schools by Dr. Ishimaru

Just Schools book cover and photo of author

Just Schools, by Dr. Ann Ishimaru, examines the challenges and possibilities for building more equitable forms of collaboration among nondominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer […]

Tips for Collaborating with Other Families for Racial Justice

Two superheroes

In this article from Embrace Race, Dr. Ann Ishimaru hares some of what she’s learned from her work as an educational researcher and organizer. These 5 guidelines offer starting points for families working to lead change in schools to foster racial and educational justice. Collaborating across lines of race, class, language, and other identities is […]

Re-Imagining and Humanizing Parent-Teacher Conversations and Interactions through Role-Play

People sitting in circle

Hundreds of parents in Los Angeles Unified School District (LAUSD) shared their stories of experiencing negative interactions with teachers and administrators in schools, often times feeling disregarded and marginalized due to racial stereotypes and anti-Black and Latino racism, particularly when they pushed back on the ways in which their children were being disciplined. Historically, these […]

Re-imagining Turnaround: Families and Communities Leading Educational Justice

Ranier Beach High School

We are thrilled to share this publication from FLDC’s Ann Ishimaru on families and communities leading towards educational justice, published in the Journal of Educational Administration (JEA) in a special issue edited by Karen Seashore Louis and Muhammad Khalifa at the University of Minnesota. The purpose of this paper is to deepen the understanding of how minoritized […]

Fostering Family-Educator Collaboration for Parent Power in Salt Lake City

Person drawing on poster

The goal of the Family-School Collaboration Design Research Project, the local FLDC site in Utah, is to design spaces where families have real, collective impact on school-site decision making. The central focus has been on redesigning School Community Councils (SCCs), Utah’s forum for shared governance between families and schools. SCC’s are failing — perhaps designed […]

Re-imagining Black and Brown Solidarities in Los Angeles

The goal of co-design in South LA is to interrupt and shift power dynamics between school staff and low-income parents of color. It is centered on the work of CADRE, a parent-led community organization, in partnership with UCLA faculty. CADRE was founded in response to Black South LA parents who wanted to take on anti-Black […]

Accepting the Challenge: Supporting Early Childhood Education in Greenville, MS

People around tables

This research brief by Mara Tieken, Joyce Parker, and the Greenville Early Childhood Collaborative describes an early childhood education collaborative in Greenville, Mississippi. Formed to raise early childhood education (ECE) participation rates and support high quality ECE programming, the collaborative consists of participants representing a variety of stakeholder groups: the public school district, the district-run […]