Abstract
ABSTRACT Family-school partnerships between special education personnel and culturally and linguistically diverse families can be fraught with disrespect and cross-cultural and linguistic barriers. As a ‘wicked problem,’ the negative interactions culturally and linguistically diverse families have over time with professionals operate as mechanisms to disempower families, further resulting in inequitable and unbalanced family-school partnerships. That said, I propose a (re)conceptualization for special education teacher preparation research and practice to support the expansion and transformation of school personnel’s interactions and collaborations with culturally and linguistically diverse families. I thread two existing frameworks: community cultural wealth and ecological resilience to imagine this (re)conceptualization. Then, I discuss implications for institutional change, including transformations in thought, research, practice, and policy.
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