In(Formal) Conversation with Minority Parents and Communities of a Canadian Junior School: Findings and Cautions from the Field

Autor/in	Ippolito, John
Titel	In(Formal) Conversation with Minority Parents and Communities of a Canadian Junior School: Findings and Cautions from the Field
Quelle	In: School Community Journal, 20 (2010) 1, S.141-157 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Foreign Countries; College School Cooperation; Outreach Programs; Minority Groups; Parents; Urban Schools; Elementary Schools; Parent School Relationship; Feedback (Response); Surveys; Interviews; Parent Attitudes; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Jobcoaching; Ethnische Minderheit; Eltern; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Elternverhalten
Abstract	This paper reports on a university/school board collaborative outreach program hosted by a linguistically, culturally, and racially diverse junior school in Toronto, Canada. The program facilitates a forum where the school's families--in conversation with in-service and pre-service teachers, the school's administration, a local university's Faculty of Education, and community agencies--discuss issues the families deem important to their experience of public schooling. In addition to a detailed program overview, I present two tiers of participant feedback on the program, the first tier gleaned from parent surveys and the second tier derived from a series of interviews conducted by parent-researchers. Based on a consideration of the qualitative data emerging from this feedback, I offer three readings of the program: the first reading tells a story of how the program is empowering parents and caregivers and bringing them closer to their children's schooling; the second reading draws four implications that complicate the apparent successes of the program; and the third reading takes shape as a broader epistemic and ethical caution for action-oriented research of this sort. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10