Latinx Immigrant Parents' Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy

Autor/inn/en	Durán, Richard P.; Carruba-Rogel, Zuleyma; Solis, Bertin
Titel	Latinx Immigrant Parents' Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1756535
Schlagwörter	Hispanic Americans; Parents; Immigrants; Native Language; Hispanic American Culture; Spanish Speaking; Parent School Relationship; Language Patterns; Cultural Capital; Elementary Schools; Communication (Thought Transfer); California + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Eltern; Immigrant; Immigrantin; Immigranten; Hispanistik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sprachmodell; Sprachstruktur; Elementary school; Grundschule; Volksschule; Communication; thought; Kommunikation; Gedanke; Kalifornien
Abstract	This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización--critical awareness of important problems and social conditions--and bridged their cultural worlds of home, community, and school policy. The study drew on three complementary theories: Cultural Historical Activity Theory or Funds of Knowledge, Critical Pedagogy, and Bridging Multiple Worlds; all challenge common deficit models that these parents lack sufficient knowledge and concern for their children's formal education. Qualitative ethnographic study of Latinx immigrant parents in a parent engagement program revealed how dialogic interaction or plática, using colloquial funds of knowledge through dichos (words with extended metaphorical cultural significance) and refranes (proverbs conveying cultural wisdom about how to live and act), and cultural brokering from parent-coordinators helped parents author persuasive petition letters to school officials. The discussion addresses implications for research and practice supporting meaningful parent engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01