What can educators learn from parents who oppose curricular and classroom practices?
Many scholars argue that parents are important stakeholders whose support for school change is essential. Yet the media continue to report on conflicts in communities where educators have made changes which many parents do not support. Interviews with parents conducted for this study showed that parents have many complex and idiosyncratic reasons for preferring or opposing certain curriculum or practices. An analysis of parents' explanations shows what educators might learn from those who disagree with changes they make or plan, thereby reducing the possibility of prolonged public conflict.