ERIC Number: ED604116
Record Type: Non-Journal
Publication Date: 2020-Apr-17
Pages: 192
Abstractor: As Provided
ISBN: 978-0-8077-6379-7
ISSN: N/A
EISSN: N/A
Equity in School-Parent Partnerships: Cultivating Community and Family Trust in Culturally Diverse Classrooms
Herrera, Socorro G.; Porter, Lisa; Barko-Alva, Katherine
Teachers College Press
Starting from the premise that children learn better when their learning community respects their families and cultures, this thought-provoking resource shows what it means--and what it takes--to include today's diverse parents in their children's learning. Moving readers away from out-of-date practices that can potentially marginalize and devalue the cultural assets of families, the authors provide practical, ready-to-use strategies to help schools re-envision the meaning of parental involvement and engagement. Based on the research and K-12 teaching experience of three educators, chapters address contemporary issues such as the absent parent, homework, vulnerable populations, limitations of current school-based family programs, and pedagogies of hope. Book Features: (1) Provides guidelines and examples of homework that allow multicultural and multilanguage parents to engage with their children around learning; (2) Shows how teachers and school leaders can collaborate to effect more inclusive practices. Reframes the conversation surrounding parental engagement to emphasize community and parental empowerment; and (3) Addresses the importance of parental engagement amid today's political discourse surrounding immigration. [Foreword by Luciana C. de Oliveira.]
Descriptors: Parent School Relationship, Parent Participation, Elementary Secondary Education, Homework, Family Programs, Inclusion, Empowerment, Immigrants
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Audience: Teachers; Parents
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A