ABSTRACT
Narratives around living the family–school partnership are recounted from the perspectives of three members of the Greendown Primary School (GPS) community, one of which conflicts with the prevailing stories of the school. This conflicting narrative serves to underscore the point that, in spite of good intentions, the process of developing a family–school partnership is complicated and challenging. It demonstrates how the perceptions, practices and beliefs of the school may not necessarily be reflected or experienced by all members of the school community. The story also illustrates the use of shared power to successfully resolve a problem with implementing curriculum.
