Parents with racial and economic privilege often expect schools to prioritize their own children’s needs over those of the larger school community. Their demands threaten to divert time and resources from making school work for those kids and families furthest from educational justice. In this workshop, we consider how to disrupt privileged parents’ often individualistic and inequitable education priorities, and explore strategies for recruiting these parents to be genuine advocates for socially just classrooms.
Stephanie Forman is a former high school ESOL teacher, now a research scientist at the University of Washington. She researches and writes about equitable mathematics education leadership. Her two kids attend Seattle Public Schools.
Lisa Sibbett is a former high school social studies teacher, and now a teacher educator at University of Washington, Bothell. She researches and writes about how people with power and privilege engage with social justice education in schools.
