ABSTRACT Family as Faculty (FAF) approaches originate from family-centered healthcare models and have been adapted in special education teacher education programs to positively influence and impact pre-service special education teachers’ dispositional understandings of working and collaborating with parents/families. However, the majority of research centered on these approaches fails to address issues of equity, specifically uneven power relationships between teachers and families. This paper expands upon FAF approaches by integrating conceptual framings linked directly to critical pedagogy, such as co-investigation and co-education, as integral components in addressing power relations between future special education teachers and multiply marginalized families of children with disabilities. Deliberate repositioning of parents/families as co-investigators/co-educators within research and teacher education programs targets uneven power dynamics to further assist future teachers in critical self-reflection of their own power and privilege in relation to the students and families with whom they will work.

中文翻译：

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“家庭作为教师”方法中的共同调查和共同教育：权力的重新定位

摘要 家庭作为教师 (FAF) 方法起源于以家庭为中心的医疗保健模式，并已在特殊教育教师教育计划中进行了调整，以积极影响和影响职前特殊教育教师对与父母/家庭一起工作和合作的性格理解。然而，以这些方法为中心的大多数研究未能解决公平问题，特别是教师与家庭之间不平衡的权力关系。本文通过整合与批判性教学法直接相关的概念框架，例如共同调查和共同教育，扩展了 FAF 方法，作为解决未来特殊教育教师与残疾儿童多重边缘化家庭之间权力关系的组成部分。