ABSTRACT There is widespread consensus that parental involvement in their children’s education contributes to the children’s success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many families do not face. In this article, we argue for the need to reject overtly school-centered parental involvement practices in favor of collaborative partnerships that position parents as equal partners and decision-makers. We first present critical features that characterize home-school collaborative partnerships, based on key literature detailing research from this perspective. Second, we present 2 examples of attempts to forge home-school partnerships, based on qualitative research independently conducted by the coauthors. Finally, we discuss the challenges and possibilities of school-parent partnerships that are illustrated by these examples and conclude by suggesting potential pathways toward more collaborative partnerships.

中文翻译：

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建立合作伙伴关系：来自双语/多语学生的家长和教师的经验教训

摘要 人们普遍认为，父母参与孩子的教育有助于孩子在学校取得成功。然而，人们也认识到，非优势人口，尤其是移民家庭，面临语言和文化障碍、种族主义、贫困和其他许多家庭没有面临的学校实践障碍。在本文中，我们主张有必要拒绝公然以学校为中心的家长参与做法，而支持将家长定位为平等合作伙伴和决策者的合作伙伴关系。我们首先基于从这个角度详细研究的关键文献，提出了表征家校合作伙伴关系的关键特征。其次，我们提出了两个尝试建立家校合作关系的例子，基于共同作者独立进行的定性研究。最后，我们讨论了这些例子所说明的学校-家长伙伴关系的挑战和可能性，并通过建议通往更多合作伙伴关系的潜在途径来结束。