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Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional development (PD) has been shown to positively impact teachers’ beliefs regarding actively engaging culturally and linguistically diverse families, it is not clear from the literature how such PD is taken up across different district contexts. Purpose/Objective/Research Question or Focus of Study: This article explores teachers' perceptions of multilingual family engagement across four distinct school districts involved in a PD project. We specifically asked: (1) How have teachers’ perceptions of immigrant/multilingual family engagement changed over the first year of a PD program? (2) How do teachers’ perceptions of multilingual family engagement differ across district contexts? Research Design: In this mixed-method study, we examine teacher survey responses, reflections, and researcher field notes from our first cohort of teachers ( n = 25) participating in our National Professional Development (NPD) grant project. We completed descriptive statistics to address our initial research question before exploring how context could be shaping the ways teachers implemented ideas from the PD. Next, teacher reflections and researcher field notes were analyzed following an ethnographic approach. Conclusions/Recommendations: We found that power-sharing approaches to family engagement were conceptualized by teachers along a continuum of relationship-building and power-sharing across districts. While PD can support teachers to develop family engagement beyond common and traditional practices, buy-in by teachers can be limited by district context and opportunities. Researchers providing PD need to recognize that discussions around power-sharing will look different depending on district context. Furthermore, providing this type of PD will require relationship-building with districts/teachers, ongoing support, and different amounts of time specific to the context(s) they are serving.

Decades of research in language-in-education policies in Ghana can be summed up in the statement: "Ghanaian languages matter but they matter only as tools for learning English." Although researchers continue to call to include more content delivery in Ghanaian languages in schools, educational policies and practices in Ghana continue to prioritize English education inherited from Ghana's colonial past while devaluing and deprivileging Ghanaian languages and cultures (Dei and Asgharzadeh, 2001). Scholars continue to call for stakeholders to decolonize the curriculum by centering Ghanaian languages, culture, and knowledge in schools (Dei, 2005). This study heeds that call. Grounded in studies and theories of English linguistic imperialism and critical literacy, I first examine the discourse of the newly implemented 2019 K-6 primary school curriculum and public discourses of educational leaders to learn how curricular policies, content, assessment, and teaching and learning activities continue to center English-centric language practices and policies. Second, I reimagine how to center Ghanaian languages in education. I found that the curriculum does not resist English language dominance or question it but treats it as normal and aspirational for Ghanaian students. The topic of Ghanaian languages is absent in the public discourse of educational leaders including when they are addressing how to make education more equitable for students. This study is significant because it shows how formerly colonized spaces like Ghana through their own educational curriculum might be silencing and devaluing their own indigenous languages (and cultures) and it also demonstrates the role of educational leaders in shaping public discourse.

Today's higher education institutions are engaged in fierce competition over research dollars, attracting students, and reputation. And the institutions of the Global North have begun to demonstrate a proactive desire to drive the academic exchange occurring on the global stage via the creation of strategic partnerships abroad. The purpose of this chapter is to understand the role played by American universities in the internationalization of higher education as national systems of education respond to globalization. Through a discourse analysis, the authors apply world systems theory to the analysis of a single U.S. institution with several American institutions abroad in multiple periphery societies and ask the following questions: How do U.S. higher education institutions define global education? And in what ways do U.S. higher education institutions contribute to the countries they operate in?