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ERIC Number: EJ1451037
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-308X
EISSN: EISSN-1059-308X
Reframing Family Engagement: Inclusive Strategies That Elevate and Validate
Marliese R. Peltier; Patricia A. Edwards; Jacquelyn Sweeney
School Community Journal, v34 n2 p9-32 2024
Educational research consistently underscores the significance of family engagement in children's education. However, diverse ideals regarding family involvement often constrain the potential for meaningful school-home interactions within culturally diverse urban communities. Amidst education reform priorities such as high-stakes testing and teacher accountability, the crucial connections between schools and families are frequently overlooked. In this essay, we explore strategies for urban schools to foster partnerships with families and communities that leverage the full range of urban families' literacies, knowledge, resources, and experiences. Informed by findings from our previous research, we propose an approach that encourages teachers to critically examine their assumptions and biases regarding family engagement in schools. Through reflective practices, educators can discern how their mindsets, language, and actions influence the perceptions of families as valued stakeholders in their children's education. By embracing a shift in perspective, teachers can develop more inclusive and respectful family engagement strategies tailored to the unique needs of urban schools and communities. This framework equips educators with the tools to design initiatives that honor the diverse backgrounds and contributions of families, ultimately fostering stronger partnerships between schools, families, and communities.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A