Engaging, Learning, and Thriving Within and Beyond the Classroom Walls: Family-School-Community Partnerships with Refugee-Background Students and Families

Extending emerging scholarship that emphasizes asset-based and collaborative approaches to parental engagement, this qualitative case study examines how teachers at Jackson High School, serving a predominantly refugee-background student population, engage with students' families. The study challenges long-standing deficit-oriented and assimilationist practices that have marginalized refugee-background families and reimagines schools as equitable, reciprocal, and empowering spaces, where all families are welcomed, affirmed, and their lived experiences and knowledge are harnessed within and beyond the classroom walls.