Reposted from Roots of Action:
“Instead of a closed, self-sufficient system, schools must see themselves as open systems that engage in learning at the boundaries between families and communities. Peter Senge (2000) said it well, “If I had one wish for all our institutions, and the institution called school in particular, it is that we dedicate ourselves to allowing them to be what they would naturally become, which is human communities, not machines. Living beings who continually ask the questions: Why am I here? What is going on in my world? How might I and we best contribute?”
When we think of schools as learning communities, parents and teachers have the capacity to shift the machine metaphor from the grassroots upward. This is the type of change than cannot be mandated from the top-down or through policies like No Child Left Behind. In fact, research shows that partnerships based on relationships, connectedness, and flexibility hold the keys to understanding how to increase student learning and motivation.
What does this paradigm shift mean to families and schools? While parents and teachers have unique skills and expertise, no one is a single expert. We are all learners. We come together for the shared goal of educating the whole child. In many ways, we are what Etienne Wenger (2002) calls communities of practice, “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their understanding and knowledge of this area by interacting on an ongoing basis.” What brings families and schools together is a passion for children and education.”