Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement

Autor/inn/en	Kane, Kevin M.; Quartz, Karen Hunter; Kunisaki, Lindsey T.
Titel	Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement
Quelle	In: Harvard Educational Review, 91 (2021) 4, S.511-536 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kane, Kevin M.) ORCID (Quartz, Karen Hunter) ORCID (Kunisaki, Lindsey T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Parent Participation; Community Schools; Art Education; Intergenerational Programs; Cultural Influences; Elementary Secondary Education; After School Programs; Parent Attitudes; Teacher Attitudes; Artists; Hispanic American Culture; Hispanic Americans; Learner Engagement; California (Los Angeles) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Community school; ; Gemeindeschule; Gemeinschaftsschule; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Cultural influence; Kultureinfluss; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elternverhalten; Lehrerverhalten; Artiste; Artist; Künstler; Künstlerin; Hispanistik; Hispanic; Hispanoamerikaner
Abstract	In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents' community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01