Addressing School-Community Relations in a Cross-Cultural Context: A Collaborative Action to Bridge the Gap between First Nations and the School

Autor/in	Agbo, Seth A.
Titel	Addressing School-Community Relations in a Cross-Cultural Context: A Collaborative Action to Bridge the Gap between First Nations and the School
Quelle	In: Journal of Research in Rural Education, 22 (2007) 8, S.1-14 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Foreign Countries; Cooperation; Community Involvement; Parent Participation; Parent School Relationship; Participatory Research; Canada Natives; American Indians; Teacher Education; Cultural Differences; Interviews; Teacher Attitudes; Power Structure; Values + Suchen Sie Ihr Suchwort? Ausland; Co-operation; Kooperation; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Forschungstätigkeit; American Indian; Indianer; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Interviewing; Interviewtechnik; Lehrerverhalten; Wertbegriff
Abstract	The search for new designs for improving parent involvement is a common issue in many schools today. The notion of local control of education in First Nations communities in Canada is directly linked to the need for parental involvement in schooling. This study utilizes a participatory research approach to examine views on community involvement expressed by Euro-Canadian teachers as well as those of First Nations parents. Results indicate that for collaborative school-community relations to thrive in First Nations communities, the school must empower the community through genuine discussions that foster collaboration and respect for multiple perspectives. The perception of collaboration should depend both on the values and exigencies in the community and on the values, dispositions, and capabilities of teachers. First Nations education must therefore be reformulated in accordance with a different, non-Eurocentric referent, and the education and training of teachers for First Nations students should be firmly divorced from any association with the idea of Eurocentric schools. (Contains 8 footnotes.) (Author).
Anmerkungen	College of Education and Human Development. 5766 Shibles Hall, University of Maine, Orono, ME 04469. Tel: 207-581-2761; Web site: http://www.umaine.edu/jrre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10