This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policy makers can establish and foster equitable partnerships with families.
This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policy makers can establish and foster more equitable partnerships with families. The authors ultimately argue that Covid schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use first-hand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access, and their childrens learning needs. Building connections between research and practice, it re-imagines how families can be education partners, discussing how schools can carry families assets into their work on improving schools during the pandemic, times of crisis, and into the post-pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.
Part I: Families, COVID, And Unequal Schooling;
1. Same Storm, Different
Boats: Learning from Families Under Duress to Frame a More Resilient Future;
Part II: Families Experiences: Responding to School Needs and Organizing
Learning at Home;
2. Shifting Frames in the Service of Learning: Caregivers
as Collaborators and Co-Designers during School Closures;
3. WE GOT DIS:
Black and Brown Family Literacy Practices in the Pandemic;
4. Digital Screens
as Teachers during the Pandemic;
5. Blocking, Filtering, Brokering,
Collaborating: Caregiver Information Management Practices during Covid-19
Lockdowns;
6. Educating Whose Children? Reflecting on Families COVID
Experiences through a Childs Pandemic Communication with Her Academic Mother
in Pictures, Post-its, and Portraits; Part III: What Was Learned from
Families and Their Wider System Interactions;
7. Educator Actions to Care for
Youth and Families of Color during the First Year of the COVID-19 Pandemic;
8. Four Dimensions of Equity-Oriented Family-School Partnerships: Lessons
from Family Engagement during the Pandemic;
9. Lessons to Keep: Learning in
the Time of Covid;
10. A Tale of Two Working Mothers: The Intersection of
COVID-19 and Feminism in the United States;
11. Administrator Work and Parent
Responses during COVID School Closures: A Case Study in a K-8 District;
12. A
Different Narrative: Centering Black Families in Pandemic Remote Learning;
Part IV: Conclusions and Implications for the Future;
13. Building Bridges
with Families for Equitable Learning and Schooling
Shelley Goldman is Professor Emerita of Teaching at the Stanford Graduate School of Education, USA.
Brigid Barron is the Margaret Jacks Professor of Education and the Learning Sciences at the Stanford Graduate School of Education, USA.
Elizabeth B. Kozleski is Professor of Education at the Stanford Graduate School of Education, USA.
Antero Garcia is Professor of Education at the Stanford Graduate School of Education, USA.
