000			01415nab a2200193 4500
003			OSt
005			20230718155714.0
007			cr aa aaaaa
008			230718b |||||||| |||| 00| 0 eng d
100			_aBarajas-Lopez, Filiberto _955920
245			_a“Darles el lugar”: _bA Place for Nondominant Family Knowing in Educational Equity/
260			_bSage, _c2020.
300			_aVol 55, Issue 1, 2020( 38–65 p.)
520			_aEducational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric “parent involvement” activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a “place” for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.
700			_aIshimaru, Ann M. _955921
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916652179
942			_2ddc _cEJR
999			_c13819 _d13819