Guest editorial: A disruptive disposition: Attitudes for justice-seeking partnerships illuminating and making transparent our intentions and purposes

• Published in: School-university partnerships Vol. 17; no. 1; pp. 1 - 9
• Main Authors: Hixon, Sharon, Sartin, Loleta, Fisher-Ari, Teresa R., Martin, Anne
• Format: Journal Article
• Language: English
• Published: Lanham Emerald Group Publishing Limited 21.05.2024; Emerald Publishing
• Subjects: Collaboration; Communities of practice; Decision Making; Equity; Governance; Innovation; Innovations; Justice; Language; Learning; Minority Serving Institutions; Opportunities; Power; Praxis; Professional development; Racial Identification; Reflexivity; School districts; Students
• ISSN: 1935-7125; 2833-2075
• DOI: 10.1108/SUP-05-2024-036

Deconstructing disruptive dispositions In taking together the implications from each of the articles included in the journal alongside the lessons learned from our practice, we have identified several attitudinal dispositions necessary for working toward justice within and through our partnerships. While we recognize that language can be powerful in terms of obtaining grants, language must also center and serve students who are too often excluded from many of our institutions. Language itself hides and reveals inequitable distributions of power within our institutions. In taking on a disruptive disposition regarding language and power, we encourage reflecting on identity and language through the perspectives of students, families and educators. Carefully attending to language can be a dismantling act by placing the act of exclusion on the group in power and asking who and what contributions have been excluded.