Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice

Abstract

In this research article, the authors examine the intersections of culturally sustaining pedagogy and critical family engagement to explore the possibilities for equitable family-school partnerships in urban schools. Based on the common values of trusting and caring relationships and power disruption within those fields, as well as data from a multi-year qualitative study of teachers and their relationships with students’ families, the authors introduce the framework of teacher-family solidarity. The framework challenges traditional conceptions of parent-teacher relationships, and the supporting narratives of teachers and parent/caregivers illustrate that teacher-family solidarity should become an indispensable part of culturally sustaining pedagogy and practice.