ABSTRACT
Clarification around definitions and a rationale around why a new paradigm of a family–school partnership is required, one that moves schools away from a school centric, ‘talking to’ approach towards a student centric, ‘learning with’ approach to the family–school partnership. Family–school partnership may be thought of as parents and educators having shared goals for the educational outcomes of students. There are differences between parental involvement and parental engagement, transformational partnership as opposed to transactional partnership, and differences between a relationship and partnership, the latter building on the former to develop. Shifting definitions around relevant concepts as they relate to a family–school partnership are also discussed. The concept of ‘family’ is examined and the need to expand this in light of contemporary culture advocated for.
