FLDC April Newsletter
Greetings from the Family Leadership Design Collaborative. The ongoing racial reckonings across the nation continue to weigh on us, and we hope that you are finding care and healing within your families and communities of support. In this issue, we share: Online events to hear from Carol Lee, Na’ilah Suad Nasir, Maxine McKinney de Royston, […]
FLDC March Newsletter
Greetings from the Family Leadership Design Collaborative. Spring flowers are beginning to bloom, and we sense a renewed energy to continue building towards more equitable futures. In this issue, we share: Congratulations to Megan Bang’s recent election into the National Academy of Education and Bryan McKinley Jones Brayboy’s new role. Opportunities to learn and connect […]
Centering Black Families and Justice-Focused Educators during Pandemic Remote Schooling
FLDC members Ann Ishimaru and Filiberto Barajas-López co-authored a report centering the experiences of Black families during pandemic remote learning. Learn more about how their partnership is working to illuminate the experiences and priorities of families to catalyze district change Read Here
What is TribalCrit?
Tribal Critical Race Theory (TribalCrit) was developed decades ago by Bryan McKinley Jones Brayboy. However, in a recent publication with the National Education Policy Center, TribalCrit is reentered as it is resonant today given the state of the nation. To read more about “What is TribalCrit?”, click here. Download
New Book: Don’t Look Away
Iheoma Iruka and her colleagues recently published Don’t Look Away: Embracing Anti-Bias Classrooms. This book “leads early childhood professionals to explore and address issues of bias, equity, low expectations, and family engagement to ensure culturally responsive experiences.” To read more and purchase, click here. Purchase
Moving from “This is How It’s Always Been” to “This Is How It Must Be”: Lessons from Participatory Design Research
Vianna Alcantara and Joanna Geller co-authored this reflective piece on participatory design research and the lessons learned as FLDC members. Their hope is to “provide fellow researchers with an idea of how they may reimagine their relationships with one another and communities.” You can read more here. Read Article
How to Engage with Families During COVID-19 Stay-at-Home Schooling
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 […]
“Our Stories Are Powerful”: The Use of Youth Storytelling in Policy Advocacy to Combat the School-to-Prison Pipeline
FLDC member Mark Warren, along with Jeffrey S. Moyer and Andrew R. King, are the authors of, “‘Our Stories Are Powerful’: The Use of Youth Storytelling in Policy Advocacy to Combat the School-to-Prison Pipeline” in the Summer 2020 Harvard Educational Review. Abstract: The use of narratives and storytelling has become an increasingly common strategy in […]
New Book: Just Schools by Dr. Ishimaru
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 […]
Video: Cultivating Community Wellbeing and Educational Justice
In this video, put out by the University of Washington College of Education, FLDC members share how they are looking to radically change the old model of education by redesigning family engagement.
Re-imagining Turnaround: Families and Communities Leading Educational Justice
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 […]
FLDC Phase 2 Convening Synthesis
On February 7-9, 2019, FLDC held our third convening where we invited a group of people that are deeply invested in learning and humanizing our way towards community-defined educational justice and wellbeing. Across these multiple contexts, participants shared their efforts to disrupt inequitable dynamics in schools and catalyze educational possibilities that build on families’ histories, […]
Building Community & Organizational Capacity for Racial Equity in Southeast Seattle
In the local FLDC site in Seattle, co-design was led by the Southeast Seattle Education Coalition (SESEC), in partnership with the University of Washington. SESEC is a coalition of Community Based Organizations (CBOs), schools, educators, community leaders, parents and caregivers, and concerned SE Seattle residents working to improve education for all children, especially those in […]
Promoting Culturally Responsive Leadership Practices
Don’t miss this engaging new article from FLDC member Muhammad Khalifa: Promoting Culturally Responsive Leadership Practices: Shining a light on marginalized children with humanistic practices and data scrutiny. Excerpt: As a younger man, I worked as a teacher in Detroit, Mich., in a school with mostly black and brown children, some refugees and some white […]
What Does Partnership Taste Like? Reimagining Family-School Partnerships through Participatory Design Research
Read up on what partnership can look like in this FLDC published article, authored by Gerardo López, Almaida Yanagui, and Paul Kuttner (University of Utah). Here the authors detail their experience working in a collaborative where parents, educators, and family advocates engage in critically analyzing their current School Community Council at Salt Lake City schools. […]
