The Persistence of and Challenges to Whiteness in Parent Engagement (Record no. 45520)
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| fixed length control field | 01856nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240305114801.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240305b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0195-6744 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Lewis-Durham, Tiffanie | Puorto, Arianna Di | Bettez, Silvia |
| 245 ## - TITLE STATEMENT | |
| Title | The Persistence of and Challenges to Whiteness in Parent Engagement |
| Remainder of title | : Understanding Ambiguity and Uncertainty in Shaping Teacher Learning within Reform (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Chicago |
| Name of publisher | : University of Chicago Press |
| Year of publication | , May 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 151-176p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | American Journal of Education |
| Volume number/sequential designation | , Volume 128: Number 3, May 2022 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Purpose: School leaders who articulate a desire to center equity in their schools often neglect to examine how racism persists in their parent and family engagement strategies. This oversight can reify structures that are oppressive and exclusionary to the marginalized families school leaders claim they want to engage. Research Methods/Approach: In this study, we use case study methods to examine the way one social justice–oriented school attempted to challenge and disrupt the persistence of Whiteness and White supremacy in a unique family group. We interview one school leader and parents and conduct extensive observations of group meetings. Findings: We found that Whiteness and White supremacy can be persistent despite leaders’ desires to eradicate these entrenched phenomena. Implications: Our findings show that knowing Whiteness and White supremacy are present is not enough. Rather, school leaders need to actively interrupt these dominant structures to see meaningful change. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | School Leaders| Center Equity| Racism| Persistence of whiteness |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1086/727007 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 05.03.2024 | Periodicals |