Abstract
ABSTRACT Systemic institutional racism in schools engenders different and difficult educational experiences for students of Color. Relatedly, there is an enduring divide between home and school that often influences school curricula, teachers’ pedagogies, and students’ educational progress. Considering this preclusion to learning, this case study gleans insight from a K-5 urban elementary school that partnered families and educators in an antiracist curriculum collaboration. Utilizing tenets of critical race theory and community cultural wealth, three salient themes emerged: (1) centering family voices and experiences, (2) calling for more antiracist practices and curricula, and (3) moving beyond the racist/not racist binary. We conclude with recommendations for schools engaging in antiracist work with family members.
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