"Darles el lugar": A Place for Nondominant Family Knowing in Educational Equity

Autor/inn/en	Barajas-López, Filiberto; Ishimaru, Ann M.
Titel	"Darles el lugar": A Place for Nondominant Family Knowing in Educational Equity
Quelle	In: Urban Education, 55 (2020) 1, S.38-65 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916652179
Schlagwörter	Equal Education; Critical Theory; Race; Parent Participation; Participatory Research; Parent Attitudes; Minority Groups; Expertise; Knowledge Level; Educational Change; Cultural Pluralism; Urban Education; School Districts; Community Organizations; Accountability; Educational Opportunities; Racial Discrimination; Teacher Student Relationship; Spanish Speaking; English (Second Language); Vietnamese People; Hispanic Americans; Mother Attitudes + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Elternmitwirkung; Forschungstätigkeit; Elternverhalten; Ethnische Minderheit; Expert appraisal; Wissensbasis; Bildungsreform; Kulturpluralismus; Stadtteilbezogenes Lernen; School district; Schulbezirk; Verantwortung; Bildungsangebot; Bildungschance; Racial bias; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Mutterliebe
Abstract	Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric "parent involvement" activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a "place" for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01