Journal of Family Diversity in Education最新文献

In Solidarity: Development, Implementation, and Evaluation of a Family Engagement and Home Learning Program During the COVID-19 Pandemic 团结一致：在 COVID-19 大流行期间制定、实施和评估家庭参与和家庭学习计划

Journal of Family Diversity in Education Pub Date : 2024-01-21 DOI: 10.53956/jfde.2024.188

Alisha Nguyen

{"title":"In Solidarity: Development, Implementation, and Evaluation of a Family Engagement and Home Learning Program During the COVID-19 Pandemic","authors":"Alisha Nguyen","doi":"10.53956/jfde.2024.188","DOIUrl":"https://doi.org/10.53956/jfde.2024.188","url":null,"abstract":"\u0000\u0000\u0000\u0000The COVID-19 pandemic caused serious social disruptions and posed significant challenges to all families, especially immigrant families. Immigrant families who spoke languages other than English and who had young bilingual children faced numerous barriers as they struggled to navigate remote learning with their children without adequate language and technological support. The need to design action plans to mitigate the negative educational impact of the pandemic on immigrant families with young bilingual children was urgent. To address the immediate needs of immigrant families during the first year of the pandemic, this transformative mixed-methods study presents a family engagement and home learning program called the Home Connection. This program was collaboratively designed and implemented to support 20 immigrant families with 42 young bilingual children from the Metro and Greater Boston Areas. Focusing on the development, implementation, and evaluation of the Home Connection program, findings from this study demonstrate how the family participants actively engaged with and positively evaluated the program. These findings also suggest that family and community engagement play a crucial role in creating a more sustainable support system for immigrant families as well as equitable learning experiences for young bilingual children during and after the pandemic.\u0000\u0000\u0000\u0000","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reframing Deficit Narratives to Honor the Community Cultural Wealth of Immigrant Families of Children with Disabilities 重塑赤字叙事，尊重残疾儿童移民家庭的社区文化财富

Journal of Family Diversity in Education Pub Date : 2024-01-21 DOI: 10.53956/jfde.2024.186

Soyoung Park

{"title":"Reframing Deficit Narratives to Honor the Community Cultural Wealth of Immigrant Families of Children with Disabilities","authors":"Soyoung Park","doi":"10.53956/jfde.2024.186","DOIUrl":"https://doi.org/10.53956/jfde.2024.186","url":null,"abstract":"\u0000\u0000\u0000Existing research suggests that immigrant families navigating the special education process are rarely positioned as powerful partners working alongside educators. This is a manifestation of the racism and ableism endemic to the United States schooling system that leads to educators viewing immigrant families from a deficit-based lens. Do these perceptions, however, match the ways that immigrant families view themselves? This qualitative participant-observation study addresses this question by exploring educators’ and families’ perceptions and positionings of immigrant families who are navigating special education. I unpack discrepant views among educators and families of 16 children labeled “English Learner” with or suspected of having disabilities. The findings indicate that the immigrant families see themselves as possessing tremendous community cultural wealth (Yosso, 2005), which counters the deficit-oriented view the educators have of them. I argue for a reframing of the common narratives surrounding immigrant families in special education away from deficit-based conceptions towards ones that honor the strengths, knowledge, and assets of the families.\u0000\u0000\u0000","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"16 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reimagining Post-Covid Relationships with Culturally and Linguistically Diverse Families: Reflecting with a Preschool Director 重塑与多元文化和语言家庭的后科维德关系：与学前教育机构园长一起反思

Journal of Family Diversity in Education Pub Date : 2024-01-21 DOI: 10.53956/jfde.2024.183

Anne Valauri

{"title":"Reimagining Post-Covid Relationships with Culturally and Linguistically Diverse Families: Reflecting with a Preschool Director","authors":"Anne Valauri","doi":"10.53956/jfde.2024.183","DOIUrl":"https://doi.org/10.53956/jfde.2024.183","url":null,"abstract":"Abstract: \u0000Guided by the concept of “Pandemic as Portal” (Souto-Manning, 2021), this work utilizes ethnographic methods of inquiry and analysis to understand home–school relationships between Lisa, an African American preschool leader, and families at an early childhood center in the U.S. Midwest. Analysis of data from before and during the pandemic revealed continued themes of extended relationships between center leadership and families beyond preschool years, themes based in care over time, and political clarity of leadership. This political clarity drew on Lisa’s understanding of systemic racism and the school system that former students and older siblings would be entering. This paper also considers a disparity in the support and resources the center received, as it often had to rely on local problem-solving or established means and methods of communication to continue connecting with and supporting families throughout the pandemic, rather than turning to state or federal programs for support. Ultimately, the paper concludes that transformative and humanizing practices that developed before the pandemic helped guide the center through that time. The story of home-school relationships at this early childhood center provides examples of the potential to reimagine family engagement, avoiding a return to the “normalcy” of pre-pandemic home–school relationships across the U.S., which have historically been based in unequal power relationships that ignore systemic racism.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"5 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Equity Accelerator Strategy 股权加速器战略

Journal of Family Diversity in Education Pub Date : 2024-01-21 DOI: 10.53956/jfde.2024.187

Deborah R. Stark, Miriam Westheimer

引用次数: 0

Advancing Professional Development for Family, School and Community Engagement: 促进家庭、学校和社区的专业发展:

Journal of Family Diversity in Education Pub Date : 2023-05-17 DOI: 10.53956/jfde.2023.190

Margaret Caspe, Reyna Hernandez

{"title":"Advancing Professional Development for Family, School and Community Engagement:","authors":"Margaret Caspe, Reyna Hernandez","doi":"10.53956/jfde.2023.190","DOIUrl":"https://doi.org/10.53956/jfde.2023.190","url":null,"abstract":"What follows is a transcript of a conversation that was focused on the new family engagement core competency recommendations from the National Association for Family, School, and Community Engagement (NAFSCE). While it is not new to see specific recommendations for family engagement emerge – generally, these recommendations tend to be prescriptive in nature, grounded in Euro-centric ideologies, and school-centered. NAFSCE, however, has created competencies that, instead of centering what parents and families ought to be doing, emphasize power sharing and the transformation of traditional family, school, and community engagement practices. In addition, NAFSCE’s work has implications for all family-facing professionals, not just teachers and school administrators. Beyond the core competencies, we learn in our conversation more about how NAFSCE’s work around family, school, and community engagement is grounded in social justice and equity. This is especially critical given the fast-moving anti-CRT and anti-LGBTQ policies being passed and proposed nationwide. We invite our readers to consider how we might leverage the work of NAFSCE to more authentically center families and communities within family, school, and community engagement. ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122437082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Realizing the Future in the Present: Parent Organizing as a Practice of Solidarity 在当下实现未来:作为团结实践的家长组织

Journal of Family Diversity in Education Pub Date : 2023-05-17 DOI: 10.53956/jfde.2023.174

Maisie Chin, Ann M. Ishimaru, Megan Bang

{"title":"Realizing the Future in the Present: Parent Organizing as a Practice of Solidarity","authors":"Maisie Chin, Ann M. Ishimaru, Megan Bang","doi":"10.53956/jfde.2023.174","DOIUrl":"https://doi.org/10.53956/jfde.2023.174","url":null,"abstract":"Imagining systemic change can be a lot to ask of Black and Latinx families in urban communities in light of long, sometimes intergenerational histories of marginalization and dehumanization in schools. For twenty years, CADRE (Community Asset Development Redefining Education) has been building the power and leadership of Black and Brown families in South Los Angeles “to protect and promote children’s dignity, opportunity to learn, and self-determination, by being at decision-making and policy-making tables and having the tools to monitor accountability in policy implementation.” When the community organizing group first engaged with the Family Leadership Design Collaborative (FLDC), CADRE had already successfully gotten the district to adopt new school discipline policies to disrupt the school-to-prison pipeline and had continued to monitor implementation (CADRE, 2017). However, the fundamental relationships and interactions between families and teachers in schools continued to reflect racist, dehumanizing ideologies entrenched in inequitable power dynamics. Maisie Chin, the Executive Director of CADRE, facilitated a series of codesign sessions with CADRE parents between 2017 and 2019 to not only surface these dynamics but to re-imagine how parent-teacher conversations and interactions might be different. CADRE co-designers undertook role-playing and collective reflection to intervene in moment-to-moment interactions as a way to change broader systemic dynamics. ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115997947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Expanding Theories of Educational Change in Family & Community-Led Designs 家庭与社区主导设计中的教育变革扩展理论

Journal of Family Diversity in Education Pub Date : 2023-05-17 DOI: 10.53956/jfde.2023.179

Ann M. Ishimaru, Megan Bang, Charlene Montaño Nolan, Aditi Rajendran, Jondou Chase Chen

{"title":"Expanding Theories of Educational Change in Family & Community-Led Designs","authors":"Ann M. Ishimaru, Megan Bang, Charlene Montaño Nolan, Aditi Rajendran, Jondou Chase Chen","doi":"10.53956/jfde.2023.179","DOIUrl":"https://doi.org/10.53956/jfde.2023.179","url":null,"abstract":"In this paper, we share findings from Family Leadership Design Collaborative’s (FLDC) multi-year work, which comprised 10 co-design collaboratives engaged in historicizing their experiences and imagining transformative possibilities for education together. Using knowledge and interaction analysis (e.g., diSessa, Levin, & Brown, 2015) we examined collaboratives’ conceptual ecologies (Kelly & Green, 1998) to develop an empirical typology of collaboratives' theories of change (Tuck & Yang, 2018), or the broader aims and the who, what and how of their change-making conversations in community design circles, a first step of solidarity-driven codesign (Ishimaru et al., 2018). Across a diverse range of geographically, linguistically, and racially diverse families and communities, we intentionally rooted the design conversation in an initial set of principles in order to move beyond status quo problem-solving and open social dreaming spaces towards collective changemaking. We found: 1) a conceptual ecology of multiple theories of change both across contexts and within a given context; 2) systems-centric theories of change (premised on family deficiencies or institutional pragmatics) that constrained the dreaming of transformative possibilities; and 3) the increase of more expansive and transformative theories of change as the engagement was sustained and nurtured over time. We argue that sustained engagements that build politicized trust and the ability to grapple with tensions can deepen relational theorizing and enable groups to shape imaginative possibilities for pursuing and realizing change. \u0000 \u0000 ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132226133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rescue from Coloniality? The Power of Dreaming 从殖民主义中拯救?梦想的力量

Journal of Family Diversity in Education Pub Date : 2023-05-17 DOI: 10.53956/jfde.2023.189

M. Khalifa, Nimo M. Abdi

引用次数: 0

Bridging Multilingual Families and Schools: Cultural Brokering as Social Justice Leadership Practice 衔接多语言家庭和学校:文化中介作为社会公正领导实践

Journal of Family Diversity in Education Pub Date : 2022-08-21 DOI: 10.53956/jfde.2022.166

Kristine S. Lewis Grant, Vera J. Lee, B. Hoekje, Karen Escalante

{"title":"Bridging Multilingual Families and Schools: Cultural Brokering as Social Justice Leadership Practice","authors":"Kristine S. Lewis Grant, Vera J. Lee, B. Hoekje, Karen Escalante","doi":"10.53956/jfde.2022.166","DOIUrl":"https://doi.org/10.53956/jfde.2022.166","url":null,"abstract":"School districts across the United States employ cultural brokers to help facilitate the involvement of multilingual families in their children’s schools. These liaisons build bridges over the cultural and language barriers that limit educational access and opportunities for multilingual families and their children. Despite the central role that cultural brokers play in fostering equitable and inclusive schools, their leadership may be unrecognized. In this qualitative case study, we examine the cultural brokering work performed by multilingual counseling assistants (MCAs) in two K-8 schools in a diverse urban school district in the northeastern United States. The primary data are face-to-face semi-structured interviews with three MCAs from the Burmese and Spanish-speaking school communities. We provide examples of how MCAs leverage the families’ cultural capital in various dimensions of social justice leadership. This study demonstrates the role of MCAs as social justice leaders in making schools more equitable and inclusive communities. This study argues that leadership can be a distributed practice within schools not limited to formal school administration.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124137392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Progression and Impact of Anti-LGBTQ+ Legislation: A Community Conversation 理解反lgbtq +立法的进展和影响:一个社区对话

Journal of Family Diversity in Education Pub Date : 2022-08-21 DOI: 10.53956/jfde.2022.177

Bryan J. Duarte, J. Kroeger, Alonso R. Reyna Rivarola, S. Russell, S. S. Cohen

引用次数: 3