Everyone who struggles to meet the demands of work and personal-life responsibilities knows how tough it is to do so. This bold new book shows that it is the deeply engrained separation of work and personal life that has limited our ability to deal effectively with the conflict between them. Beyond Work-Family Balance demonstrates why the image of "balance" is outmoded and why a new approach--work-personal life integration--offers greater promise for meaningful change. Providing many examples from action research projects in more than a dozen organizations of different kinds, the authors show how using their method of integrating rather than separating personal-life considerations from the workplace can achieve positive outcomes, not only for workers but also for the work. The method offers a way of looking deeply into the work culture to find inequitable and ineffective work practices that are so embedded and routine that no one thinks to question them3/4they are just the way things get done. Once identified, these work practices can be changed to achieve what the authors call a Dual Agenda: a more equitable workplace where both men and women can achieve their full potential and a more effective workplace where the needs of the work, rather than gendered and outmoded assumptions, determine what gets done and how. Beyond Work-Family Balance offers an approach that achieves what "family friendly" policies, "mommy tracks," and so-called flexibility programs cannot. Such programs address the symptoms of the problem. This book offers a way of changing the everyday work practices and norms that are at the root of the problem.

"The authors examine the importance of equitable family advocacy in special education professionals' work, in order to redress inequities that often challenge children's and families' rights to sufficient and equitable educational outcomes. Harry and Ocasio-Stoutenburg draw on intersectionality to inform the work of advocacy. In the words of the authors, "our purpose is to change the language of advocacy from its original meaning of one who speaks for-to one who speaks with." Advocacy is not a "one size fits all" kind of work. The authors examine the socio-historical context of advocacy work, its further development in the Civil Rights Era, and provide grounded examples of doing advocacy work at the school/community level, as well as at the policy level. The book intends to provide a working model of co-constructed advocacy to benefit all families"--

"The contents of this book are extremely timely as more US public schools are moving to "push-in" programs for their English Learners (ELs) or following the increasing trend to launch DL programs as a way to offer instruction support for ELs. In this book, the authors use culturally and linguistically diverse (CLD) families as an umbrella term to discuss ESL and DL families. This book is intended to reach ESL teachers, content-area teachers teaching ELs, dual language teachers, administrators, and school personnel who work and support CLD parents. Despite the varied instructional approaches to addressing ELs needs, limited scholarship exits on the marginalization of CLD parents as leaders in the decision-making processes of today's schools. This book examines the divisive practices of existing parental involvement models that prevent parental engagement in ESL and DL contexts; the importance of addressing parental engagement amidst current political discourse surrounding immigration that further alienates EL parents; and the need for more proactive, action-based models that identify contributions of parents and community partners. By re-defining parental engagement as a mutually inclusive theoretical perspective, school, community and home become conduits for transforming student learning and improving school climate"--

First Published in 2005. This is a dual edition of Volume 16 of the Journal of Educational & Psychological Consultation, double issue from Margaret R. Rogers and Bernice Lott. The aim of this special issue is to explore issues of equity within the context of school-based consulting with nonmainstream parents and their children. This volume proposes that several entities within the education system have a major responsibility to recognize and then to challenge unresponsive and neglectful educational environments.

As populations in many developed countries begin to dwindle or become heavily unbalanced toward the aged, the support families, their structures and societal encouragement become vital issues. This book examines some of the perplexing and complex issues involved in this battle for survival focusing on rights, laws and stability of the family.