Author:
McCarthy Foubert Jennifer L.
Abstract
AbstractIn this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' perceptions of parenting, and those that tether high‐quality education to parents' levels of advocacy. Ultimately, I consider four characteristics of educators enacting more liberatory family literacy work.
Subject
Pharmacology (medical),Linguistics and Language,Pharmacology,Language and Linguistics
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