The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity

Autor/inn/en	Fenton, Patrice; Ocasio-Stoutenburg, Lydia; Harry, Beth
Titel	The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
Quelle	In: Theory Into Practice, 56 (2017) 3, S.214-225 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2017.1355686
Schlagwörter	Parent Participation; Parent School Relationship; Parent Role; Racial Bias; Disproportionate Representation; Urban Schools; Special Education; Discipline; Participative Decision Making; Response to Intervention; Positive Behavior Supports; Disabilities; Educational Legislation; Federal Legislation; Equal Education; Teacher Education + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parental role; Elternrolle; Racial discrimination; Rassismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Disziplin; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerausbildung; Lehrerbildung
Abstract	This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of racialized disproportionality in special education and acts of school discipline, particularly in urban settings. We highlight the ways schools need to transform the often microaggresively oppressive ways parents are invited into their children's education process, as well as the way schools value the knowledge parents bring. Effective ways of activating parental engagement as a means of creating authentic community engagement are also examined. Additionally, recommendations are provided on how to prepare novice teachers to develop plans and goals alongside parents in order to help these new educators develop a pedagogical stance that authentically values the importance of one of schools' most important stakeholders--parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01