Plexiglass: how power, policy and politics create a mirage of equitable family engagement. Issue 3 (23rd September 2021)

• Record Type: Journal Article
• Authors: Porter, Lisa; Barko-Alva, Katherine; Herrera, Socorro Guadalupe
• Is Part Of: Journal for multicultural education. Volume 15:Issue 3(2021)
• Page Start: 330
• Page End: 342
• Publication Date: 2021-09-23
• Subjects: Family engagement -- Culturally and linguistically diverse families -- Technocracy -- Equity -- Kinship -- Authentic Cariño -- Communities -- Critical -- Digital divide; Multicultural education -- Periodicals; 370.11705
• DOI: 10.1108/JME-08-2020-0086
• Languages: English
• ISSNs: 2053-535X

Abstract

Abstract : Purpose: Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom. Design/methodology/approach: This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017). Findings: Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches. Originality/value: The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.