Plexiglass: How Power, Policy and Politics Create a Mirage of Equitable Family Engagement

Autor/inn/en	Porter, Lisa; Barko-Alva, Katherine; Herrera, Socorro Guadalupe
Titel	Plexiglass: How Power, Policy and Politics Create a Mirage of Equitable Family Engagement
Quelle	In: Journal for Multicultural Education, 15 (2021) 3, S.330-342 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-08-2020-0086
Schlagwörter	Family Involvement; Humanization; Student Diversity; Humanistic Education; Empathy; Power Structure; Policy; Politics; Educational Change; Social Justice; COVID-19; Pandemics; Caring + Suchen Sie Ihr Suchwort? Humanisierung; Humanistische Bildung; Empathie; Politik; Bildungsreform; Soziale Gerechtigkeit; Care; Pflege; Sorge; Betreuung
Abstract	Purpose: Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom. Design/methodology/approach: This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017). Findings: Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches. Originality/value: The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01