Abstract
In this introductory chapter, the authors will explore research seeking to “flip the script” with respect to where authority and expertise are located within home-school connections in ethnocultural communities. The primary aim is to describe how a reorientation from the predominant “school-to-home” perspective to a “home-to-school” perspective in the field of family-school partnership research could revolutionize programmatic and intervention efforts. By adopting a rotated lens through which to view family-school partnerships that acknowledges these partnerships are both relationally and culturally situated, this introductory chapter will also focus on the need for a diversity of methods and transdisciplinary approaches to guide research with ethnoculturally diverse communities. Throughout the volume, challenges and potential directions for research that contribute to better understandings of culture and context in the family-school space will be explored.
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McWayne, C.M., Doucet, F., Mistry, J. (2019). Family-School Partnerships in Ethnocultural Communities: Reorienting Conceptual Frameworks, Research Methods, and Intervention Efforts by Rotating Our Lens. In: McWayne, C., Doucet, F., Sheridan, S. (eds) Ethnocultural Diversity and the Home-to-School Link. Research on Family-School Partnerships. Springer, Cham. https://doi.org/10.1007/978-3-030-14957-4_1
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