“Equity Work is Messy”: Exploring a Family and Community Partnership in One School District

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-02-04 DOI:10.1177/00131245221076074

Bernadette M. Castillo

引用次数: 0

Abstract

Focusing on family and community partnerships in schools is an important aspect to culturally responsive education, yet it is often an overlooked area. Educators must consider new models to engage community and family members to become partners in schools. This study presents finding from a mini-ethnographic case study and explores various stakeholders working as a collective to engage in culturally responsive work. In the model, group members interacted to develop curriculum proposals, professional development for teachers and community, as well as proposals for new courses. The opportunities and challenges school districts face when engaging community members in the policy and practice of schools are also discussed in this model.

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“公平工作一团糟”：探索一个学区的家庭和社区伙伴关系

注重学校的家庭和社区伙伴关系是文化响应教育的一个重要方面，但这往往是一个被忽视的领域。教育工作者必须考虑新的模式，让社区和家庭成员成为学校的合作伙伴。本研究展示了一个小型人种学案例研究的发现，并探讨了作为一个集体参与文化响应工作的各种利益相关者。在该模型中，小组成员互动制定课程建议、教师和社区的专业发展以及新课程的建议。该模型还讨论了学区在让社区成员参与学校政策和实践时所面临的机遇和挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.