Meeting Families Where They Are: Building Equity through Advocacy with Diverse Schools and Communities. Disability, Culture, and Equity Series

Autor/inn/en	Harry, Beth; Ocasio-Stoutenburg, Lydia
Titel	Meeting Families Where They Are: Building Equity through Advocacy with Diverse Schools and Communities. Disability, Culture, and Equity Series
Quelle	(2020), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6385-8
Schlagwörter	Equal Education; Advocacy; Diversity; Parent Participation; Minority Group Students; Social Class; Students with Disabilities; Educational History; Parent Role; Educational Legislation; Federal Legislation; Educational Quality + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Elternmitwirkung; Social classes; Soziale Klasse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; History of education; Bildungsgeschichte; Parental role; Elternrolle; Bildungsrecht; Schulgesetz; Bundesrecht; Quality of education; Bildungsqualität
Abstract	This book presents an in-depth discussion of how human disability and parental advocacy have been constructed in American society, including recommendations for a more authentically inclusive vision of parental advocacy. The authors provide a cultural-historical view of the conflation of racism, classism, and ableism that has left a deeply entrenched stigma--one that positions children with disabilities and children of color as less valuable than others. To redress these inequities, the authors offer a working model of co-constructed advocacy designed to benefit all families. Because advocacy is not a "one size fits all" endeavor, the authors propose meeting families where they are and learning their strengths and needs, while preparing and repositioning families to empower themselves. The book: (1) Takes a cultural-historical view that explores the reasons why individuals with disabilities are so stigmatized; (2) Shows how the intersection of different stigmatized identity markers, such as poverty, race, and language, have been woven into negative interpretations of "difference"; (3) Celebrates the history of parent advocacy in the United States since World War II; (4) Examines how social and racial privilege have dictated which parent voices are heard; (5) Proposes collaborative approaches that can produce more authentic and more representative advocacy; and (6) Explores the motivations and purposes that drive parent advocacy. (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01