The ethnographic study by Gallo & Link (2018) included insight on bringing racialized and magrinalized students’ experiences into the classroom through policitzed funds of knowledge. Due to the violent changes in immigration practices, I think it’s vital that politicized funds of knowledge are discussed in the classroom to critically engage with systemic inequities. Gallo & Link (2018) also discussed how teachers are wary of discussing immigration deportation topics because they interpret the topic as “taboo or unsafe to incorporate into classroom learning (p. 361).” This idea can be connected to García et al. (2025) and their discussion on difficult family funds of knowledge. Even though teachers may feel hesitant to approach such topics, one must include them for the overall benefit of the student’s critcal thinking and abolitionist mindset.
What struck me the most was the educator in Gallo & Link’s (2018) study that reasoned learning about the immigration status of their students and family members would fall under their mandated reporter duties. For this reason, I believe there should be policies implemented that open up space for a larger discussion on immigration rights especially when working with students with undocumented family members. In the topic of policy, Cioè-Peña (2022) challenged the current position of schools when it comes to translation. They argued there must be policy implementation at the federal level that contracts translators that are knowledgeable on IEPs. This is urgent so parents can be engaged in their child’s education. Previously, the U.S. The Department of Education called for a “shared vision” when it came to parental engagement. This essentially perpetuated the white middle class monoglossic values. Additionally, it is disheartening that some parents feel that their translators are filtering their words through the translator’s personal biases.
Teacher-parent-school communication is vital for the success of EBs. Looking back at my time in high school, I think about my parent-teacher conferences and how my parents were engaged in my education. From these readings, I understood that some teachers may perceive my parents' engagement as insufficient and damaging but I disagree. Due to many pressures out of their control, my parents weren’t able to attend school field trips, school board meetings, and coffee with the principal, but they did assist me as best as they could with my homework and were always willing to accommodate my study schedule and extracurriclars. Overall, it is clear some parents may prioritize well rounded ness in their children rather than just test score boosts.