Leader-Parent Relationships in the Early Childhood Education Context: An Exploration of Testimonial and Epistemic Justice

Autor/inn/en	Adams, Shirley Eileen; Myran, Steve
Titel	Leader-Parent Relationships in the Early Childhood Education Context: An Exploration of Testimonial and Epistemic Justice
Quelle	In: Improving Schools, 25 (2022) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/13654802211019915
Schlagwörter	Parent School Relationship; Interpersonal Communication; Barriers; Social Justice; Leadership Responsibility; Interaction; Low Income Groups; Preschool Education; Parent Attitudes; Interpersonal Relationship; Preschool Teachers; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Interpersonale Kommunikation; Soziale Gerechtigkeit; Interaktion; Pre-school education; Vorschulerziehung; Elternverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01