Minority Parents as Researchers: Beyond a Dichotomy in Parent Involvement in SchoolingReport as inadecuate

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Canadian Journal of Educational Administration and Policy, n114 Dec 2010

This article documents the work of parent-driven research teams in two school boards in the Greater Toronto Area. Motivated by a desire to move beyond a school-centred/family-centred dichotomy, this parent-lead project explores a middle space for collective learning among multiple stakeholders in publicly-funded schooling. Drawing on participatory action research and social capital theory, I outline a generic research approach and then provide a more detailed sketch of one full research cycle focused on the theme of "discipline." I evaluate the relative successes of the project and conclude by prioritizing the quality of relationships within the research.

Descriptors: Action Research, Parent Participation, Parent School Relationship, Social Capital, Minority Groups, Foreign Countries, Participatory Research, Discipline, Program Effectiveness, Discipline Policy, English (Second Language), Second Language Learning

Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm[at]cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap

Author: Ippolito, John

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=593&id=EJ910134

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