This section reminds me of some of the parents in my community. I've been teaching in different schools in the Stapleton neighborhood for about three years now. I've observed the behaviors presented in this text myself and have heard numerous observations from colleagues. This presents a really interesting situation for teachers. On one hand, you have parents who are very invested in their child's education. They are super supportive and love to be involved in the classroom and the school. It's great to have parents who are invested and enthusiastic about their child's schooling. But then, the power dynamics come into play like the behaviors Casanova describes. In these situations, teachers feel intimidated by these parents because of the power and influence they hold within the school and community. Parents want the best for their children, so how can we engage them in ways to ensure the best for all of the children in the school? Most of these parents have multiple ways in which they can support the school. I wonder if there's a way for the school to find a way to get them involved in a way that would end up benefiting all students.

Time Poverty is a factor that often gets overlooked by schools. Parents and educators can both relate to the fact that there aren't enough hours in the day to accomplish everything you need to get done. Parents have other commitments with work or family matters that keep them from being involved at school. How can we include families into the classroom who are unable to attend classroom or school events due to busy work schedules?

This gives me a new perspective on the involvement of religious institutions with education. My gut reaction is to keep the two separate, but context is always important. In rural areas, churches are places where large groups of people regularly convene. Using these spaces to generate ideas and support is a great way to use the resources in a community.

I love this approach to educational leadership. We need to stop relying on the schools to fix all of the issues in our community. All community members need to work as one to solve the issues plaguing our communities instead of piling all of the responsibilities onto one institution. I'm reminded of the history of the schools in Reggio-Emilia and how it was a true communal effort to build the first school.

In the last assignment I completed for the Social Foundations class, the main idea was how to be a critically reflective teacher. It is crucial for teachers, who are leaders in their classrooms and communities, to critically reflect about the structures and systems within their school and local community.

This quote reminds me of the "white savior" complex and how damaging it is for all parties. When you approach a situation believing you have all the knowledge necessary and are there to "save" students, schools, communities, etc., you are further disenfranchising people and creating more problems.

The society in which a child is brought up in has a huge effect on their growth and development. The societal norms they are surrounded by will influence their actions and beliefs. You can see the differences between adults who were brought up in different states around the United States. When I recount experiences from my childhood in the South, they differ from my friends' experiences from growing up in the mid-West. It's interesting that where you were born has a factor in your development.