Culture, Identity, and Power in Family-School Relationships

This chapter examines how culture, identity, and power shape family-school relationships. Drawing on frameworks of intersectionality and cultural humility, it conceptualizes culture as dynamic, relational, and embedded within systems of privilege and marginalization. The chapter explores how educators’ positionality influences engagement and argues for responsive, reciprocal partnerships grounded in curiosity and reflection. It focuses on three interrelated dynamics—communication, perceptions of difference, and power relationships—illustrating how cultural assumptions shape school interactions. Through examples drawn from intercultural research and disability studies, it highlights the importance of adapting communication, honoring diverse family structures, and sharing institutional power. The chapter offers practical strategies and conceptual tools for creating inclusive, family-centered schools that affirm difference as a source of insight rather than a barrier to belonging.