Harvard Educational Review
  1. Summer 2014 Issue »

    Rewriting the Rules of Engagement

    Elaborating a Model of District-Community Collaboration

    ANN M. ISHIMARU
    In this ethnographic case study, Ann M. Ishimaru examines how a collaboration emerged and evolved between a low-income Latino parent organizing group and the leadership of a rapidly changing school district. Using civic capacity and community organizing theories, Ishimaru seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district’s collaboration with a community-based organization. Her findings suggest an emergent model of collaboration that engages parents as educational leaders, focuses on shared systemic goals, strategically builds capacity and relationships, and addresses educational change as political process. This emergent model stands in contrast to traditional partnerships between communities and school or district leadership that often reflect deficit conceptions of marginalized parents and families. By rewriting the rules of engagement, parents, families, and community members can contribute critical resources to enable districts and schools to educate all students more equitably.

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    Ann M. Ishimaru is an assistant professor of educational leadership, policy, and or-ganizations at the College of Education at the University of Washington, Seattle. Her scholarship, which focuses on the intersection of educational leadership, school-community relationships, and equity-based systemic change, has appeared in journals such as Teachers College Record, Educational Administration Quarterly, and the Journal of Educational Change. Her current research examines systemic and place-based parent engagement initiatives and indicators within a cross-sector cradle-to-career collaboration and the use of professional growth tools to catalyze organizational learning and equitable leadership practice among middle school leadership teams. Prior to receiving her doctorate from the Harvard Graduate School of Education, she worked for a nonprofit education research institution, directed a community-based cultural arts organization, and taught middle school science.
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    Summer 2014 Issue

    Abstracts

    In Here, Out There
    Professional Learning and the Process of School Improvement
    JAMES NOONAN
    How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying
    SILVIA DIAZGRANADOS FERRÁNS and ROBERT L. SELMAN
    Rewriting the Rules of Engagement
    Elaborating a Model of District-Community Collaboration
    ANN M. ISHIMARU
    Agency and Expanding Capabilities in Early Grade Classrooms
    What It Could Mean for Young Children
    JENNIFER KEYS ADAIR
    Revising the Declension Narrative
    Liberal Arts Colleges, Universities, and Honors Programs, 1870s–2010s
    BRUCE A. KIMBALL
    Editor's Review of The Learning Brain
    Memory and Brain Development in Children
    Laura A. Edwards

    Book Notes