幼儿教育背景下的领导-父母关系:对证明和认识正义的探索

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
S. Adams, Steve Myran
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引用次数: 0

摘要

世界各国都更加重视高质量的幼儿教育。经济合作与发展组织(经合组织)(2018)认识到父母和社区参与作为改善儿童发展和学习成果的杠杆,以及作为应对社会正义挑战的手段的重要性,强调需要对结构、过程、学习和发展之间的复杂动态进行更多研究。此类研究应考虑占主导地位的新管理范式的影响,以及它过于强调结构和学生学习之间明确定义的线性因果路径,这低估了家长、社区和学生自身在塑造学习环境中所发挥的相互作用(Myran&Sutherland,2019a)。学生和家庭对知识群体的归属感对他们的动机、所有权感和认同感有重大影响(Davis,2006;古德诺和格雷迪,1993年)。本研究探讨了幼儿父母/监护人在儿童早期教育计划领导下的生活经历,以及这些个人和社会互动如何塑造父母的认知能动性,以及他们进入公认他们为可信知情人的修辞空间的途径。利用现象学方法,我们对20位父母进行了深入采访,他们的孩子参加了公共资助的学前教育项目。调查结果显示,与领导层的沟通有限,难以建立积极的关系。此外,这些挑战限制了他们获得修辞空间的机会,使他们能够被听到并被公认为可信的知者。这项研究为了解经合组织(2018)的呼吁提供了一个小窗口,即对结构、过程、学习和发展之间的动态进行更多研究,以及父母和社区参与质量的重要性,以此作为促进儿童健康发展和学习的杠杆,并作为更有效地应对当前社会正义挑战的手段。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Leader-parent relationships in the early childhood education context: An exploration of testimonial and epistemic justice
Countries around the world have increased their focus on high quality early childhood programing. Recognizing the importance of parental and community engagement as a lever for improving child development and learning outcomes, and as a means of addressing social justice challenges, the Organization for Economic Cooperation and Development (OECD) (2018) has emphasized the need for more research on the complex dynamics between structure, process, learning, and development. Such research should consider the impacts of the dominant neo-managerial paradigm and its overemphasis on clearly defined linear cause and effect pathways between structure and student learning, which underrepresents the reciprocal role that parents, the community and the students themselves play in shaping the learning setting (Myran & Sutherland, 2019a). Students’ and families’ senses of belonging to the community of knowers have major implications for their motivation, sense of ownership and buy-in (Davis, 2006; Goodenow & Grady, 1993). This study explored the lived experiences of parents/guardians of young children with the leadership of their children’s early childhood education program and how these individual and social interactions shaped parents’ epistemic agency, and their access to rhetorical spaces that recognized them as credible knowers. Utilizing a phenomenological approach, we conducted in-depth interviews with 20 parents whose children attended publicly funded pre-school programs. Findings revealed limited communication with leadership and difficulty developing positive relationships. Moreover, these challenges limited their access to rhetorical spaces to be heard and recognized as credible knowers. This study offers one small window into the OECD’s (2018) call for more research on the dynamics between structure, process, learning and development, and the importance of the quality of parental and community engagement as a lever for enhancing healthy child development and learning, and as a means of more effectively addressing ongoing social justice challenges.
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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