ABSTRACT University education partners have great potential to facilitate schools’ moving from a school led traditional approach for family involvement to an asset based, empowerment approach to partnerships. On this journey, educators grapple with the cognitive dissonance of change as they engage their emerging multilingual families in the lives of their children at school and learn about their funds of knowledge. This journey can be understood as a continuum of development that starts with compliance with grant-focused family engagement requirements and ideally ends with an empowered family-school-community alliance that supports the learning community for all members. This continuum is illustrated with 3 school districts at different stages of development. While all made progress, good intentions did not always result in great success, and work remains to be done in self-reflection, shifting from deficit thinking to an asset approach, and developing shared participation and leadership. The article concludes with insights gained from education partners’ translation of transformative ideas into concrete change, along with suggestions for improving the process taken from lessons learned on this journey.

中文翻译：

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从传统的家长参与到赋权联盟的旅程：范式转变

摘要 大学教育合作伙伴具有巨大潜力，可以促进学校从以学校为主导的传统家庭参与方式转变为基于资产、赋权的伙伴关系方式。在这一旅程中，教育工作者在让新兴的多语种家庭参与孩子在学校的生活并了解他们的知识储备时，努力应对变革带来的认知失调。这一旅程可以被理解为一个连续的发展过程，从遵守以资助为重点的家庭参与要求开始，理想情况下以支持所有成员学习社区的家庭-学校-社区联盟结束。这个连续统一体以 3 个处于不同发展阶段的学区来说明。虽然所有人都取得了进展，但良好的意愿并不总能带来巨大的成功，在自我反省、从赤字思维转变为资产方法以及发展共同参与和领导方面，仍有工作要做。文章最后总结了从教育合作伙伴将变革性想法转化为具体变化中获得的见解，以及从这次旅程中汲取的经验教训中改进过程的建议。