School supplies, fundraisers, and theme days: Exploring demands of families through school communications

In this paper, we share an exploration of demands of families by schools within a bounded case study, through school to home communication. The data, school communications that include supply lists, calendars, theme days, teacher wish-lists, and fundraising requests, were gathered from publicly available texts used to communicate with families. The ways in which families and teachers are positioned by current education discourse is examined through document analysis. Current trends point to increased expectations placed on families despite economic, social and cultural barriers to school. Rooting literature relating to equity and Bourdieusian theory, we explore common school communications and their influences on school families. Through our analysis, we contest some school practices, and invite schools and teachers to rethink school communication and practices through a lens of equity. Further, we question how children navigate a system where they possibly struggle to find their identity. We offer recommendations for schools within our bounded case as they grow their understandings of equity, and consider their practices, expectations, and communication with families.