Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge

Autor/inn/en	Hedges, Helen; Fleer, Marilyn; Fleer-Stout, Freya; Hanh, Le Thi Bich
Titel	Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge
Quelle	In: International Research in Early Childhood Education, 7 (2016) 3, S.49-68 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Minority Group Students; Cultural Influences; Case Studies; Partnerships in Education; Indigenous Knowledge; Workshops; Transformative Learning; Culturally Relevant Education; Cognitive Development; Language Acquisition; Social Development; Emotional Development; School Readiness; Early Childhood Education; After School Programs; Focus Groups; Teacher Attitudes; Parent Attitudes; Community Attitudes; Educational Quality; Observation; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Cultural influence; Kultureinfluss; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Lernwerkstatt; Schulung; Pädagogische Transformation; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Soziale Entwicklung; Gefühlsbildung; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrerverhalten; Elternverhalten; Quality of education; Bildungsqualität; Beobachtung
Abstract	Collaborative and reciprocal teacher-parent partnerships have been established in prior research as vital in empowering ethnic-minority children to be competent learners who value their home background, culture, and language and also learn the language used by teachers as the medium of education. Such collaborative relationships may be challenging to imagine and achieve in countries that have complex political, cultural, social, and economic histories. This paper demonstrates, through a case study in Vietnam, how partnership relationships might be reconceptualised. The research team, comprising both international and local researchers, sought to collectively identify teacher-parent partnership practices that foregrounded local funds of knowledge, and generated a zone of potential development for dialogue about quality practices for teacher-parent partnerships. Through a transformative collaborative workshop process, a tool for aspiring towards quality teacher-parent partnerships was developed. Drawing upon cultural-historical theory, the paper argues that the tool captured the dialectical relations between everyday concepts from practice and academic concepts of quality from the literature (Vygotsky, 1987). These concepts challenged teachers' beliefs and assumptions about families' backgrounds and knowledges, thus enabling teachers to consider more reciprocal relationships and build greater insights into the existing funds of knowledge held by families and communities than previously. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01