Teacher Perceptions of Culturally and Linguistically Diverse Newcomer Parents: Shifting the Paradigm from Deficit Perspectives to Asset-Based Approaches

Autor/in	Nikolovski, Johnny
Titel	Teacher Perceptions of Culturally and Linguistically Diverse Newcomer Parents: Shifting the Paradigm from Deficit Perspectives to Asset-Based Approaches
Quelle	In: Excellence in Education Journal, 11 (2022) 2, S.50-84 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-4166
Schlagwörter	Foreign Countries; Teacher Attitudes; Immigrants; Attitude Change; Parent Teacher Cooperation; High School Teachers; Critical Race Theory; Cultural Capital; Parent Participation; Student Diversity; Barriers; Parent Role; Social Bias; Ethnic Stereotypes; Language Usage; Multilingualism; Resources; Affordances; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Attitudinal change; Einstellungsänderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Parental role; Elternrolle; National stereotype; Nationales Stereotyp; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Betriebsmittel; Hilfsmittel
Abstract	This study explores teacher perceptions of newcomer parents and investigates how a small sample of teachers are making the shift from deficit to asset-based approaches to working with newcomer parents. This research uses one-on-one semi-structured interviews with three Toronto District School Board high school teachers to examine their perceptions of newcomer families living in Toronto, Ontario. Critical race theory is used as the theoretical framework for this study to critically analyze teachers' conceptualization of asset-based approaches. Research findings reveal specific strategies used by the participants in incorporating asset-based approaches to working with newcomer parents and their children. This study also provides critical reflection opportunities for teachers who wish to engage in asset-based work in and beyond their multicultural classroom. (As Provided).
Anmerkungen	Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01