Engaging Families, Educators, and Communities as Educational Advocates

Autor/inn/en	Winton, Sue; Johnson, Lauri
Titel	Engaging Families, Educators, and Communities as Educational Advocates
Quelle	In: Leadership and Policy in Schools, 15 (2016) 1, S.1-3 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2015.1074252
Schlagwörter	Advocacy; Family School Relationship; School Community Relationship; Partnerships in Education; Educational Practices; Activism; Comparative Education; Unions; Foreign Countries; Journal Articles; Canada; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Hochschulpartnerschaft; Bildungspraxis; Aktivismus; Politischer Protest; Vergleichende Erziehungswissenschaft; Ausland; Journal article; Zeitschriftenaufsatz; Kanada; USA
Abstract	This special issue of "Leadership and Policy in Schools" expands knowledge about family-school-community engagement by exploring who is involved in education, in what ways, and for what purposes. This issue critically examines school-community partnerships that work to improve democratic decision-making, support public education, strengthen neighborhoods, and advocate for racial equality. The articles focus on intersections within and across three national contexts--England, Canada, and the United States--as there is little cross-national research in this field. Together they expand current scholarship by demonstrating how different constituencies develop alliances, experience tensions, and navigate the politics inherent in change efforts. By examining the intersections of parent and community organizing, teacher unions, and school-community partnerships across national contexts, the articles uncover fruitful new terrain for understanding the theory and practice of educational activism. In particular, the importance of leadership emerges, characterized as coalition building, critical brokerage, boundary spanning, and advocacy. This special issue also serves as an introduction to the World Educational Research Association international research network on Families, Communities, and Educators as Educational Advocates. (ERIC).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01