[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590167-105":59,"doc-detail-590167-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","community-centered-school-leadership-radical-care-and-aperturas-during-covid-19","Community-Centered School Leadership - Radical Care and Aperturas - During COVID-19","","Community-centered school leadership is examined through Zoom video narratives created with immigrant and refugee families in Title I schools during the COVID-19 era. Using participatory design research, the video co-design process functions as both study and intervention, enabling administrators and participants to coconstruct new meanings of school-community relationships. The analysis is grounded in a radical care framework, conceptualizing aperturas as cracks in dominant family engagement paradigms. Recommendations are offered for postpandemic family engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/community-centered-school-leadership-radical-care-and-aperturas-during-covid-19/590167/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/community-centered-school-leadership-radical-care-and-aperturas-during-covid-19/590167.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method is used to explore school leadership during COVID-19 in this article?","Question",{"text":112,"@type":113},"The article uses participatory design research methods centered on cocrafted Zoom video narratives, where the video design process functions as both a research project and an intervention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors conceptualize change in family engagement relationships?",{"text":117,"@type":113},"They conceptualize reimaginings as aperturas—cracks in the dominant family engagement paradigm—allowing collective movement toward transformative ends described as community-centered school leadership.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the COVID-19 pandemic considered a pivotal context for this study?",{"text":121,"@type":113},"The pandemic intensified inequities affecting students and families, introduced major shifts to virtual learning, and exposed digital, class, and racial injustices that strained family-school relationships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590167,1792192328,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–14 DOI: 10. 1177/23328584221096465  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nCommunity-Centered School Leadership: Radical Care and Aperturas  \nDuring COVID-19  \nLeticia Alvarez Gutiérrez  \nUniversity of Utah  \nTaeyeon Kim  \nUniversity of Nebraska–Lincoln  \nSonny Partola  \nPaul J. Kuttner  \nUniversity of Utah  \nAmadou Niang  \nSalt Lake City School District  \nAlma Yanagui  \nUniversity of Utah  \nLaura Hernández  \nCommunity Advocate Network  \nGerardo R. López  \nMichigan State University  \nJennifer Mayer-Glenn  \nUniversity of Utah  \nWe share school leaders’perspectives on Zoom videos concerning the needs of immigrant and refugee families in Title I schools. In these videos, participants crafted and shared personal narratives about their leadership experiences during the COVID-19 era of education. Rooted in participatory design research methods, the process of designing these videos were both a research project and an intervention to assist families and school leaders to better understand each other. We present a close analysis of administrators’perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework. We conceptualize these reimaginings as aperturas—cracks in the dominant family engagement paradigm that allow us to collectively work towards transformative ends which we term community-centered school leadership. We conclude the article with recommendations for how both school leadership and research can approach and reimagine family engagement postpandemic.  \nKeywords: apertura, COVID-19, family school relationships, radical care, school leadership, solidarity driven codesign  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nIt has been well established that school leadership is vital in the development of strong school-family engagement, particularly in the context of supporting students in culturally and linguistically diverse (CLD) schools and communities. However, there is still much to learn about the intersection between family engagement and school leadership from an equity standpoint (Alvarez Gutiérrez, 2017; Auerbach, 2009; Wright & Kim, 2022) . In addition to the significance of relationships between home and school on students’ growth, the literature has highlighted the importance of developing collaborative and authentic relationships with families as one of the core aspects of successful leadership to advance equity (Ishimaru & Galloway, 2020; Leithwood et al., 2019) . Although school leaders’ individual beliefs and capacities are critical in shaping equity-driven practices (Ishimaru & Galloway, 2020), the impact of these practices vary. Research has shown that contextual factors, such as cultural norms, political discourses, and economic struggles, may restrict leaders’ actions toward equity (Leithwood et al., 2019) . School leaders were most recently confronted with the COVID-19 pandemic, which exacerbated many ofthe inequities that affected students’lives and communities. Leaders had to intensively navigate how their leadership practices could improve equity for their students and families, while critically examining","cbCaisUJ3RE4Imyj","https://ap.wps.com/l/cbCaisUJ3RE4Imyj","pdf",494769,14,"English","# Introduction\n## School leadership and family engagement in equity contexts\n## COVID-19’s disruption and transition to virtual learning\n## Digital divides and compounded inequities\n## Strain on family-school relationships","[{\"question\":\"What method is used to explore school leadership during COVID-19 in this article?\",\"answer\":\"The article uses participatory design research methods centered on cocrafted Zoom video narratives, where the video design process functions as both a research project and an intervention.\"},{\"question\":\"How do the authors conceptualize change in family engagement relationships?\",\"answer\":\"They conceptualize reimaginings as aperturas—cracks in the dominant family engagement paradigm—allowing collective movement toward transformative ends described as community-centered school leadership.\"},{\"question\":\"Why is the COVID-19 pandemic considered a pivotal context for this study?\",\"answer\":\"The pandemic intensified inequities affecting students and families, introduced major shifts to virtual learning, and exposed digital, class, and racial injustices that strained family-school relationships.\"}]","Community-Centered School Leadership - Radical Care and Aperturas - During COVID-19 | PDF",1792068967,35]