Latina Mothers of Emergent Bilinguals as Policymakers? Barriers and Opportunities toward Critical Participation in LCAP

Autor/in	Porras, Diana A.
Titel	Latina Mothers of Emergent Bilinguals as Policymakers? Barriers and Opportunities toward Critical Participation in LCAP
Quelle	In: Peabody Journal of Education, 94 (2019) 2, S.226-239 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1598130
Schlagwörter	Hispanic Americans; Mothers; Bilingual Students; Parent Participation; Immigrants; School District Autonomy; English Language Learners; Educational Finance; Accountability; Policy Formation; Barriers; Funding Formulas; Advisory Committees; Advocacy; Governance; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Mother; Mutter; Elternmitwirkung; Immigrant; Immigrantin; Immigranten; School district; School districts; Autonomy; School autonomy; Schulautonomie; Bildungsfonds; Verantwortung; Politische Betätigung; Funding; Finanzierung; Beratungsstelle; Sozialanwaltschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Kalifornien
Abstract	Understanding why and how stakeholders become involved in education governance, and with what consequence, is critical to the success of any equity-minded participatory policy. This area of inquiry is especially salient to California's education law called the Local Control and Accountability Plan (LCAP). LCAP requires local district officials to include families of emergent bilinguals in deciding how to spend nearly $48 billion in education funds. Moreover, it specifically calls for the direct involvement of historically marginalized families, including parents of emergent bilinguals in setting and evaluating LCAP policy decisions. Findings from this study highlight the adversity, tension, and suppression faced by 10 Latina immigrant mothers ("mamás") active in a district-level District English Learner Advisory Committee (DELAC). Despite the challenging environment, every "mamá" regards her involvement as important and intends to continue her advocacy work. Findings also highlight that active "mamás" do not share a common or clear understanding about LCAP or the role of parents in the new policymaking process -- issues that can create barriers to authentic parent engagement in participatory policymaking processes. These issues, however, could be addressed if meaningful dialogue and deliberation opportunities were constructed between parents and district officials. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01