Operationalizing Transformative Parent Engagement in Latino School Communities: A Case Study

Operationalizing Transformative Parent Engagement in Latino School Communities: A Case Study

This call for educatiors to engage bicultural parents and communities has often been driven by the need to counteract long-standing and deeply ingrained negative beliefs about bicultutal parents that even now overlook the positive contributions these parents and communities bring to their children and schools

Parent "engagement" rather than "involvement"

Thus, parent engagement, as defined by Shirley (1997), "designated parents as citizens in the fullest sense- change agents who can transform urban schools and neighborhoods (p. 73).

In other words, while parent involvement continues to be seen unquestionably as a necessary ingredient for successful schools, the actual practice of establishing meaningful home-school-community collaboratipn has remained an enlusive endeavor.

Maximizing the gifts, talents, and aspitations therse bicultural parents and communities can offer their schools.

Toward the development of transformative parent engagement practices, the five levels of work include:
Level 1- Connectedness- share ideas and concerns, to priortize concerns, and to explore solutions and strategies together
Level 2- Inclusion and Belongingness
Level 3- Decision Making
Level 4- Participatory Action Research
Level 5- Marco Civic Engagement 

Reference
Jiménez-Castellanos, O., Ochoa, A. M. & Olivos, E. M. (2016). Operationalizing Transformative Parent Engagement in Latino School Communities: A Case Study. Journal of Latino/Latin American Studies: 2016, Vol. 8, No. 1, pp. 93-107. 

Comments

Post a Comment

Popular posts from this blog

Week 25 Act on plan

Image
Week 25 Activity 1 As educators we believe it is vital that we reflect and act on our practices and pedagogy to create positive changes. ‘Change does not always equal improvement or transformation. There may be cases where teachers change what they are doing only to find not much has changed for their learners. New actions arising from an inquiry can only be considered good if learner outcomes and experiences have changed for the better. Regardless of the outcome, there is always something to learn from changing practices. The spiral of inquiry is designed to build professional curiosity. There is no place for blame or shame’. Kaser, L. & J. Halbert. (2017) The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. In the previous assignment I said that I would work on the following steps Research online methods on ways to engage parents in students learning Ask colleagues at team meetings about what methods they use to encourage p...
Read more

Week 31 - Activity 7

Activity 7  Week 31 What is the observed impact after the ‘Take Action’ phase? At the beginning of the inquiry, I was a little overwhelmed by the length of the Spiral of Inquiry process, as we had carried them out at school before but not as in depth as I did this time in the past they often lost momentum.  I found by sticking with the process and going through each step thoroughly, it has really paid off. This inquiry has impacted on my classroom in a very positive way. We now have parents engaging with the learning and sharing their ideas and thoughts with us on a regular basis. The students love having their parents more involved with what they are up to at school and like having discussions at home with their parents about their latest results and goals that they have set in class. The impact on my teaching has been really positive as well as I have found that my students are motivated and and eager to complete work to a really high standard so that we can share...
Read more

Week 28 Discuss issues of Ethics

Image
Week 28 Activity 4 What: During the survey data collection we were very aware of the importance to keep parents identity anonymous, so that if anyone was to know any names it would remain with the 3 inquiring teachers. However, during the analysing stage some parents made negative comments about certain teachers within our school. This brought up the ethical dilemma of do we share this information with the school principal or do we just let it go? So what: So we discussed this as a team and decided that our first priority was to ensure that the identity of our parents and students was kept private as we had stated and made that very clear in the beginning that it would be. We also felt that it was our duty to inform the Principal of the comments that arose, because she needs to be fully advised of any matter that could arise in the future and she is very proactive in ensuring the well being of our tamariki and whanau members as well as her staff. By doing this, it took...
Read more