Transforming Education by Putting Kids First | |
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IDRA Newsletter – This Issue's Focus:
Authentic Family & Community Engagement
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In This Issue
Recent Campaigns for “Parents’ Bill of Rights” Designed to Marginalize Majority of Families
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Families Must be Centered in Education Policymaking, Not Used as Puppets – IDRA Statement
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Parents Already Have Rights to Expect an Equitable and Just Education – Four Ways Schools Can Constructively Engage with Families
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STEM Ecosystems Foster Community Engagement for a Strong Future – Partner with a STEM Learning Ecosystem Near You!
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We're Hiring!
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New Classnotes Podcast Episodes
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Recent News
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Recent Campaigns for “Parents’ Bill of Rights” Designed to Marginalize Majority of Families | |
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by Terrence Wilson, J.D.
Policymakers across the U.S. South are passing legislation designed to appease a small set of parents, backed by well-funded interests, who object to school lessons that discuss racism, marginalization or oppression. The result is limiting lessons under the guise of “parents’ rights,” but these efforts do not serve all parents, particularly those who have been historically underserved by education and other systems in the South.
The new proposed or passed legislation aims to limit access to culturally sustaining curricula and to create environments where diverse student identities are marginalized. Instead of policies catering to a few parents at the expense of other parents, students and educators, IDRA envisions policies that involve parents in leadership activities that promote inclusion and understanding rather than division and marginalization.
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Families Must be Centered in Education Policymaking, Not Used as Puppets –
IDRA Statement
The expertise and experiences of families, including those of color, those with limited incomes, and immigrant families, is invaluable to building a strong and supportive school community, and it is critical for district and school leaders to ensure their voices are represented regardless of their access to financial means or political influence.
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Family Engagement Online Technical Assistance
The IDRA EAC-South’s Family Engagement Online Technical Assistance Package provides educators tools for embracing what, for many, is a new vision for engaging with families and community members.
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Parents Already Have Rights to Expect Equitable and Just Education –
Four Ways Schools Can Constructively Engage with Families
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by Aurelio M. Montemayor, M.Ed.
Current attacks on public education include calls for parents’ rights policies to silence the voices of families who want equity, justice and complete representation of historically underserved populations and overlook existing avenues for parental engagement. Parents already have rights – often declared in state policy – to influence education for the common good because public schools belong to their families and communities.
Rather than limiting what children can learn and discuss at school, IDRA offers four recommendations for schools to strengthen and amplify family voices in public education. Policymakers and communities should instead focus on intergenerational engagement to pursue education equity, create pathways to expand curriculum by drawing on families and their experiences, leverage community-based organizations to connect with families, and promote students’ rights alongside parents’ rights.
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IDRA Parent Leadership in Education Model
See the four levels of family engagement.
See Infographic
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STEM Ecosystems Foster Community Engagement for a Strong Future –
Partner with a STEM Learning Ecosystem Near You!
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by Stephanie García, Ph.D.
Stephanie García introduces STEM Learning Ecosystems and how IDRA collaborates with community partners for equitable and innovative STEM education. A STEM Learning Ecosystem encompasses schools, homes and community settings to constitute a rich array of learning opportunities for students. Texas has three STEM Learning Ecosystem designations, and IDRA currently leads the Alamo STEM Ecosystem. They focus on equity to strengthen and broaden participation in the local STEM pipeline, elevating family voices and improving student access and sense of belonging in formal and information STEM education.
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Free Tools for Teaching in a Climate of Classroom Censorship | |
New Classnotes Podcast Episode | |
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Recent Media Coverage
ACLU of Texas Launches Hub to Support Black, Brown, LGBTQIA+ Students, ACLU of Texas, August 31, 2022
Our view: Cassville policy needs to be abandoned, Editorial, The Joplin Globe, August 30, 2022
Paddling Makes a Comeback in a Missouri School District, The New York Times, Michael Levenson, August 27, 2022
Missouri school district reinstates spanking if parents OK, ABC News, August 26, 2022 (Also in Opoyi.com, OPB, Journal Inquirer, KSIS Radio 1050 AM, KTTN, The Grio, August 26-29, 2022)
Spanking allowed in Missouri school district to ‘discipline’ students, Sammya Mukhopadhyay, August 27, 2022
San Antonio leaders back program to get locals connected to Internet, San Antonio Express-News, Madalyn Mendoza, August 17, 2022 ( Also in Government Technology, August 18, 2022)
Senate study committee to consider education funding, Rebecca Grapevine Capitol Beat News Service, August 14, 2022
Round Rock school officials, parents focus on safety, Austin American-Statesman, Fernanda Figueroa, August 12, 2022
Dallas non-profit working with community groups to help kids succeed long-term, Audacy, Alan Scaia, NewsRadio 1080 KRLD, August 11, 2022
Barton-Garcia: A strengthened Community Reinvestment Act Must Advance Digital Equity, Rio Grande Guardian, Jordana Barton-Garcia, August 11, 2022
Hays County to add 6 school resource officers, but experts say that's not the answer, Austin American-Statesman, Luz Moreno-Lozano, August 11, 2022
Author of “critical race theory” ban says Texas schools can still teach about racism, The Texas Tribune, Brian López, August 1, 2022 (Also in 25 ABC, Click2Houston.com, KHOU-11 and The 74, August 1-11, 2022)
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Other News
August 19, 2022 – Knowledge is Power – Keller ISD book censoring; Findings Show Negative Impact of Classroom Censorship, and more • (Español)
August 17, 2022 – Webinar: Tools for Teaching in a Climate of Classroom Censorship – New Hub Provides Lesson Plans and Tools for Teaching History and Current Events About Race and Gender
August 10, 2022 – School Opening Alert – Immigrant Students’ Rights to Attend Public Schools – Welcoming Immigrant Students into School • (Español)
August 5, 2022 – IDRA Files Amicus Brief in Fifth Circuit on Behalf of Student, Business and Higher Education Organizations in a Reckless Case Challenging Texas Tuition Laws – Injunction Could Cost Universities Millions, Reduce Funds for Academics and Supports for Texas Students
August 4, 2022 – Supreme Court Should Reaffirm Diversity as Compelling Interest, Uphold Holistic College Admissions – IDRA Signs onto Amicus Brief Spotlighting Student Voices Urging the Court Not to Censor their Racial and Ethnic Identity in College Applications
August 1, 2022 – IDRA Launches Resource Hub to Promote Accurate and Inclusive Education – New Hub Provides Lesson Plans and Tools for Teaching History and Current Events About Race and Gender in Today’s Classroom Censorship Climate
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The Intercultural Development Research Association is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. | | | | | |
