Journal of Family Diversity in Education最新文献

{"title":"From Blame to Awareness: Expanding Teacher Candidates’ Understandings of Emergent Bilinguals’ Literacy and Language Capacities","authors":"A. Lazar","doi":"10.53956/jfde.2016.75","DOIUrl":"https://doi.org/10.53956/jfde.2016.75","url":null,"abstract":"Teacher candidates today are likely to blame students and their families in underserved communities for their inability to succeed in school rather than recognize the system of failure embedded in institutional practices that disfavors and disenfranchises minority groups (Castro 2010, p. 207). In particular, many tend to view students’ literacy and language abilities as delayed, often because they assume that students’ caregivers do not have the requisite skills, knowledge, time, or desire to provide their children with school-valued print and language experiences. These deficit orientations of students and families need to be replaced with more informed understandings about the socio-political factors that shape schooling and access to school-valued literacies and languages, and more critical awareness of the types of cultural wealth that exist in these communities (Yosso, 2005). Such inquiry is needed to help candidates to see students’ inherent assets and their own roles in addressing students’ literacy/language needs. This article examines one university’s efforts to complicate teacher candidates’ understandings of children and caregivers through a course called “Literacy, Language & Culture.” Data collected over a two-year period with 191 candidates shows that many teacher candidates can evolve to see children’s literacy and language capacities to varying degrees and their own responsibility in fortifying instruction for students and connecting with caregivers, but that more focused and coordinated work is required to make this a uniform goal across teacher preparation programs.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133109716","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}

{"title":"“They Come from Chaos:” Considering the Power of Stories in Home-School Relationships","authors":"K. Whyte","doi":"10.53956/jfde.2015.58","DOIUrl":"https://doi.org/10.53956/jfde.2015.58","url":null,"abstract":"Complex depictions of home-school relationships examine the often-present gap between teacher perceptions and the lived experiences of families.  One way to address this gap in understanding is by constructing narratives that detail the nuances of families’ involvement, countering potential misperceptions and narrow views.  In addition to using tools such as counter-narrative to speak-back to deficit-laden stories told about marginalized families, researchers must also attempt to deeply understand all stories in order to think through what teachers’ stories mean for how they understand their work.  Thus, this paper presents a case study of a Head Start prekindergarten teacher, showing how her stories about families are related to her identity as a Head Start teacher.  The stories show how power, stereotypes, and perceptions of families relate to her ideas about home-school relationships.  Further, her particular stories ask educators to consider who is responsible for creating chaotic images of families’ lives and what impact do stories characterized by chaos have when they are the ones told about families who live in poverty.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114881908","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}

{"title":"Navigating the Parent Involvement Terrain – The Engagement of High Poverty Parents in a Rural School District","authors":"D. Robinson, Lauren E. Volpe","doi":"10.53956/jfde.2015.64","DOIUrl":"https://doi.org/10.53956/jfde.2015.64","url":null,"abstract":"This research explored parents’ perceptions of engagement experiences in the school life of their children. This qualitative study included a multi-site exploration of parents at two elementary public schools in an Appalachian school district.  Participants for this inquiry included 16 high poverty parents for the individual and focus group interviews.  Parents were identified as high poverty based on their child’s eligibility for free and reduced lunches under the U.S. National School Lunch Program. Interview protocols were designed to examine themes of school culture and climate, educational policy, and parental involvement.  The research team collected interview transcripts from conversations with parents at the studied school sites..   In examining data from the transcripts, several prominent themes emerged as findings. These findings included the fact that a) parents were motivated to be involved in schools; b) parents grappled with constraints limiting their time to be engaged in schools; and c) issues emerged suggesting that there were attitudes of in-group marginalization amongst parents in the schools.  Recommendations are provided for educational leaders, teachers, and other school district personnel.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125085663","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}

{"title":"Centering Family Knowledge to Develop Children’s Empowered Mathematics Identities","authors":"Ann M. Ishimaru, Filiberto Barajas-López, Megan Bang","doi":"10.53956/jfde.2015.63","DOIUrl":"https://doi.org/10.53956/jfde.2015.63","url":null,"abstract":"Researchers and educational leaders have long debated the appropriate roles and forms of family engagement in education. Although, in recent years, scholars have sought to understand how racially and linguistically diverse communities should participate in their children’s education, the field has struggled to recognize and engage families’ expertise and disrupt the dynamics of inequity that shape disengagement. In this article, we highlight recent understandings regarding the development of disciplinary identities and cultural practices in learning to offer new approaches to the field of family engagement for conceptualizing the untapped potential of nondominant family knowledge and cultural practices in learning settings. By highlighting examples from mathematics learning that center families as legitimate sources of knowledge, we suggest avenues for engaging diverse family leadership in co-designing equitable learning environments that foster students’ empowering disciplinary identities and learning.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132930764","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}

{"title":"What Does it Take to Form Meaningful Connections among Cultural Brokers, Parents, and Teachers? Lessons From A Federal Grant","authors":"J. Geller, Vianna Alcantara, D. Boucher, Keith C. Catone, R. M. López, Rosann Tung","doi":"10.53956/jfde.2015.57","DOIUrl":"https://doi.org/10.53956/jfde.2015.57","url":null,"abstract":"The purpose of this study was to explore what factors facilitate and hinder meaningful connections among cultural brokers, parents, and teachers. We examined how trust and respect – or the lack thereof – manifested in relationships among cultural brokers, parents, and teachers; how trust and respect improved over time; and to what extent improved trust and respect between cultural brokers and teachers dismantled uneven power differentials between teachers and parents. During the 2013/14 school year, across five schools participating in a federal grant to support family engagement, we conducted over 30 semi-structured focus groups with English and Spanish speaking parents, paid parent volunteers, and teachers; interviews with Collaborators, school leaders, and project staff; and observations of grant activities. Focus groups and interviews included many of the same respondents in the fall and the spring in order to assess change. We supplement these data with quantitative data tracking parent participation in grant activities. We found that trust and respect were the foundation of meaningful connections among cultural brokers, teachers, and parents. Trust and respect among these groups improved through a combination of intentional relationship-building activities and more opportunities for these groups to interact regularly. . Despite these improvements, many teachers continued to harbor deficit-based attitudes toward parents. Our main conclusion is that increasing daily interactions between teachers and cultural brokers cannot undo the effect of hegemonic norms that characterize poor families, families of color, immigrant families, and single-parent families as lazy and uncaring at worst and simply unable to be good parents at best. Our findings reinforce the significance of the Dual Capacity-Building Framework for Home-School Partnerships, released by the Department of Education in 2014. Effective partnership between parents and teachers depends on simultaneous efforts to develop the capacities of both groups. We suggest a variety of practical strategies for achieving this goal.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121584882","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}

{"title":"Book Review. Home is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering.","authors":"Melissa Sherfinski","doi":"10.53956/jfde.2015.54","DOIUrl":"https://doi.org/10.53956/jfde.2015.54","url":null,"abstract":"This is a review of the book Home is Where the School Is: The Logic of Homeschooling and the Emotional Labor of Mothering, by Jennifer Lois.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116375193","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}

{"title":"Transgenerational Learning within Families","authors":"B. Kabuto","doi":"10.53956/jfde.2015.51","DOIUrl":"https://doi.org/10.53956/jfde.2015.51","url":null,"abstract":"This article proposes a data-driven transgenerational learning model to reconceptualize the study of literacy learning within families.  Based on an empirical study composed of case studies of six families, the data and findings of the larger study foregrounded the “messiness” of learning within families.  Studying learning within families requires a fundamental shift in viewing how learning is socially and culturally organized and how families engage their children in learning experiences.  Problematizing the notion of the intergenerational transmission of knowledge and beliefs from parents to children, the article highlights how a transgenerational lens provides an alternative way of viewing how and why parents and children engage in learning experiences around reading in the home and school.  Implications for viewing families as complex units whose knowledge and belief systems cross generations through the process of reciprocal socialization are discussed.    ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117041554","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}

{"title":"Introduction to the Reviews of Vivian Paley’s Books","authors":"J. Huber, D. Clandinin, M. Murphy","doi":"10.53956/jfde.2015.52","DOIUrl":"https://doi.org/10.53956/jfde.2015.52","url":null,"abstract":"Introduction to the reviews of Vivian Paley's books","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"38 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131224860","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}

{"title":"Learning to Co-compose Curriculum with Youth","authors":"Melissa S. Murphy, V. Bengezen","doi":"10.53956/jfde.2015.45","DOIUrl":"https://doi.org/10.53956/jfde.2015.45","url":null,"abstract":"In this paper we trace the experiences of a teacher, Viviane, as she learns to co-compose curriculum alongside a youth. The conceptualizations of personal practical knowledge, personal and professional knowledge landscapes, familial and school curriculum making, and stories to live by shape our narrative understanding of curriculum making as relational work attentive to the making of a life for a youth in school, and her teacher. Our paper also takes up a second phenomenon, which explores our coming to a conceptual understanding of curriculum making in practice as a narrative act for a teacher and a teacher educator. ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132610012","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}

{"title":"Curriculum-Making Magic: Playfully Composing Lives and Community","authors":"Muna Saleh","doi":"10.53956/jfde.2015.44","DOIUrl":"https://doi.org/10.53956/jfde.2015.44","url":null,"abstract":"There is not an abstract for this book review.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115004629","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}