Rejecting Transactional Family–School Partnerships and Enacting More Liberatory Family Literacy Work.

In this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' perceptions of parenting, and those that tether high‐quality education to parents' levels of advocacy. Ultimately, I consider four characteristics of educators enacting more liberatory family literacy work. [ABSTRACT FROM AUTHOR]