Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy

Autor/inn/en	Quintos, Beatriz; Civil, Marta
Titel	Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy
Quelle	In: Adults Learning Mathematics, 3 (2008) 2, S.59-71 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Parent Participation; Communities of Practice; Culturally Relevant Education; Mathematics Education; Case Studies; Ethnography; Minority Group Students; Urban Schools; Elementary School Students; Grade 5; Parents; Elementary School Teachers; Mexican Americans; Elementary School Mathematics; Qualitative Research; Interviews; Observation; Grounded Theory + Suchen Sie Ihr Suchwort? Elternmitwirkung; Community; Mathematische Bildung; Case study; Fallstudie; Case Study; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 05; 5. Schuljahr; Schuljahr 05; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanoamerikaner; Elementare Mathematik; Schulmathematik; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung
Abstract	This study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or exclude, adults as a resource for a culturally responsive pedagogy. Case studies developed through ethnographic methods of data collection allow an in-depth analysis and exploration of emergent themes. Our data suggest that the nature of the community of practice plays a critical role in establishing relationships with parents. Parental involvement is distributed and influenced by the nature and history of the community, as well as by the identities of the participants. Finally, our data indicate that a culturally relevant pedagogy facilitates an egalitarian dialogue with parents and between parents and children. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01