902
Views
1
CrossRef citations to date
0
Altmetric
Research Article

(Re)framing teachers’ family engagement practice as cultural work

ORCID Icon & ORCID Icon

References

  • Akkerman, S. F., and A. Bakker. 2011. “Boundary Crossing and Boundary Objects.” Review of Educational Research 81 (2): 132–169. doi:10.3102/0034654311404435.
  • Apfelbaum, E. P., M. I. Norton, and S. R. Sommers. 2012. “Racial Color Blindness: Emergence, Practice, and Implications.” Current Directions in Psychological Science 21 (3): 205–209. doi:10.1177/0963721411434980.
  • Aubrey, C., D. Tricia, and R. Godfrey. 2005. Early Childhood Educational Research: Issues in Methodology and Ethics (1). London: Routledge. doi:10.4324/9780203995877.
  • Australian Curriculum Assessment and Reporting Authority (ACARA). 2013. “Guide to Understanding 2012 Index of Community Socio-educational Advantage (ICSEA) Values.” https://docs.acara.edu.au/resources/Guide_to_understanding_2012_ICSEA_values.pdf
  • Australian Curriculum Assessment and Reporting Authority (ACARA). 2020. “My School.” https://www.myschool.edu.au
  • Axford, N., V. Berry, J. Lloyd, D. Moore, M. Rogers, A. Hurst, K. Blockley, H. Durkin, and J. Minton. 2019. How Can Schools Support Parents’ Engagement in Their Children’s Learning? Evidence from Research and Practice. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/parental-engagement
  • Baxter, G., and A. Kilderry. 2022. “Family School Partnership Discourse: Inconsistencies, Misrepresentation, and Counter Narratives.” Teaching and Teacher Education 109: 103561. doi:10.1016/j.tate.2021.103561.
  • Borgonovi, F., and G. Montt. 2012. “Parent Involvement in Selected PISA Countries.” In OECD Education Working Papers. No 73. Paris: Organisation for Economic Cooperation and Development.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Brooks, B., B. Kandel-Cisco, and C. Bhathena. 2020. “Transforming Educator Identities and Roles in Family Engagement through Critical Participatory Action Research.” Theory into Practice 60 (1): 62–71. doi:10.1080/00405841.2020.1829379.
  • Bryk, A., and B. Schneider. 2002. Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation. doi:10.1086/382002.
  • Catholic Education Melbourne (CEM). n.d. “Family School Partnerships Statement.” https://www.cem.edu.au/Our-Schools/Curriculum-Learning-Programs/Student-Wellbeing/Family-and-Community-Engagement
  • Chzhen, Y., A. Gromada, G. Rees, J. Cuesta, and Z. Bruckauf. 2018. “An Unfair Start: Inequality in Children’s Education in Rich Countries.” Innocenti Report Card no. 15. https://www.unicef-irc.org/publications/995-an-unfair-start-education-inequality-children.html
  • Coleman, A. 2011. “Towards a Blended Model of Leadership for school-based Collaborations.” Educational Management Administration and Leadership 39 (3): 296–316. doi:10.1177/1741143210393999.
  • Council, E. 2019. Alice Springs (Mparntwe) Education Declaration. Education Services Australia. https://www.dese.gov.au/alice-springs-mparntwe-education-declaration
  • Daniel, G. R. 2015. “Patterns of Parent Involvement: A Longitudinal Analysis of family-school Partnerships in the Early Years of School in Australia.” Australasian Journal of Early Childhood 40 (1): 119–128. doi:10.1177/183693911504000115.
  • Desforges, C., and A. Abouchaar. 2003. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review (Vol 433). London: Department for Education and Skills (DFES). https://www.nationalnumeracy.org.uk/sites/default/files/documents/impact_of_parental_involvement/the_impact_of_parental_involvement.pdf
  • Dixson, A., and C. Rousseau. 2005. “And We are Still Not Saved: Critical Race Theory in Education ten Years Later.” Race Ethnicity and Education 8 (1): 7–27. doi:10.1080/1361332052000340971.
  • Dixson, A., and C. Anderson. 2016. “And We are STILL Not Saved: 20 Years of CRT and Education.” In Critical Race Theory in Education: All God’s Children Got a Song, edited by A. Dixson, C. Anderson, and J. Donnor, 32–54. New York: Routledge. doi:10.4324/9781315709796-3.
  • Dixson, A. D., and C. R. Anderson. 2018. “Where are We? Critical Race Theory in Education 20 Years Later.” Peabody Journal of Education 93 (1): 121–131. doi:10.1080/0161956x.2017.1403194.
  • Flores, O. J. 2018. “(Re) Constructing the Language of the Achievement Gap to an Opportunity Gap: The Counternarratives of Three African American Women School Leaders.” Journal of School Leadership 28 (3): 344–373. doi:10.1177/105268461802800304.
  • Freire, P. 2005. Teachers as Cultural Workers: Letters to Those Who Dare Teach with New Commentary. edited by P. McLaren and J. L. Kincheloe, Bouldor: CO: Westview Press.
  • Goodall, J., and C. Montgomery. 2014. “Parental Involvement to Parental Engagement: A Continuum.” Educational Review 66 (4): 399–410. doi:10.1080/00131911.2013.781576.
  • Goodall, J. 2017. Narrowing the Achievement Gap: Parental Engagement with Children’s Learning. London: Routledge. https://doi.org/10.4324/9781315672465.
  • Grootenboer, P., C. Edwards-Groves, and K. Rönnerman. 2015. “Leading Practice Development: Voices from the Middle.” Professional Development in Education 41 (3): 508–526. doi:10.1080/19415257.2014.924985.
  • Grootenboer, P. 2018. The Practices of School Middle Leadership: Leading Professional Learning. Singapore: Springer. doi:10.1007/978-981-13-0768-3.
  • Henderson, A. T., and K. L. Mapp. 2002. A New Wave of Evidence: The Impact of School, Family & Community Connections on Student Achievement. Austin: TX: Southwest Educational Development Laboratory. https://sedl.org/connections/resources/evidence.pdf
  • Hopwood, N. 2016. “Expertise, Learning, and Agency in Partnership Practices in Services for Families with Young Children.” In Working Relationally in and across Practices: Cultural-historical Approaches to Collaboration, edited by A. Edwards, 25–42. Cambridge: Cambridge University Press.
  • Hopwood, N., and T. Clerke. 2016. “Professional Pedagogies of Parenting that Build Resilience through Partnership with Families at-risk: A cultural-historical Approach.” Pedagogy, Culture & Society 24 (4): 599–615. doi:10.1080/14681366.2016.1197299.
  • Hughes, M., and P. Greenhough. 2008. “We Do It a Different Way at My School”: Mathematics Homework as a Site for Tension and Conflict.” In New Directions for Situated Cognition in Mathematics Education, edited by A. Watson and P. Winbourne, 129–151. New York, NY: Springer.
  • Jeynes, W. 2011. “Parental Involvement Research: Moving to the Next Level.” The School Community Journal 21 (1): 9–18.
  • Kemmis, S., and M. Wilkinson. 1998. “Participatory Action Research and the Study of Practice.” In Action Research in Practice and Partnerships for Social Justice in Education 1, edited by B. Atweh, S. Kemmis, and P. Weeks, 21–36. London: Routledge.
  • Kemmis, S. 2006. “Participatory Action Research and the Public Sphere.” Educational Action Research 14 (4): 459–476. doi:10.1080/09650790600975593.
  • Kemmis, S., and P. Grootenboer. 2008. “Situating Praxis in Practice: Practice Architectures and the Cultural, Social and Material Conditions for Practice.” In Enabling Praxis: Challenges for Education, edited by S. Kemmis and T. J. Smith, 37–62. Rotterdam: Sense Publishers.
  • Kemmis, S., J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, and L. Bristol. 2014. Changing Practices, Changing Education. Singapore: Springer. doi:10.1007/978-981-4560-47-4.
  • Kemmis, S., R. McTaggart, and R. Nixon. 2014. The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer. doi:10.1007/978-981-4560-67-2_5.
  • King, J. 1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146. doi:10.2307/2295605.
  • Knoester, M., and M. Yu. 2015. “Teachers as Cultural Workers.” In The SAGE Guide to Curriculum in Education, edited by M. F. He, B. D. Schultz, and W. H. Schubert, 190–197. Los Angeles: Sage.
  • Kozleski, E. B., and T. Handy. 2017. “The Cultural Work of Teacher Education.” Theory into Practice 56 (3): 196–204. doi:10.1080/00405841.2017.1336033.
  • Ladson-Billings, G. 2005. “The Evolving Role of Critical Race Theory in Educational Scholarship.” Race, Ethnicity and Education 8 (1): 115–119. doi:10.1080/1361332052000341024.
  • Lamb, S., S. Huo, A. Walstab, A. Wade, Q. Maire, E. Doecke, J. Jackson, and Z. Endekov. 2020. Educational Opportunity in Australia 2020: Who Succeeds and Who Misses Out. Melbourne: Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute. https://www.vu.edu.au/sites/default/files/educational-opportunity-in-australia-2020.pdf
  • Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. London: Sage.
  • Mapp, K., and E. Bergman. 2021. Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement. New York: Carnegie Corporation of New York. https://www.carnegie.org/publications/embracing-new-normal-toward-more-liberatory-approach-family-engagement
  • Matsuda, M. J., C. R. Lawrence, R. Delgado, and K. Crenshaw. 2018. Words that Wound: Critical Race Theory, Assaultive Speech, and the First Amendment. New York: Routledge.
  • Miller, R., K. Liu, and A. F. Ball. 2020. “Critical counter-narrative as Transformative Methodology for Educational Equity.” Review of Research in Education 44 (1): 269–300. doi:10.3102/0091732x20908501.
  • Nowell, L. S., J. M. Norris, D. E. White, and N. J. Moules. 2017. “Thematic Analysis: Striving to Meet the Trustworthiness Criteria.” International Journal of Qualitative Methods 16 (1): 160940691773384. doi:10.1177/1609406917733847.
  • Reardon, S. F. 2019. “Educational Opportunity in Early and Middle Childhood: Using Full Population Administrative Data to Study Variation by Place and Age.” RSF: The Russell Sage Foundation Journal of the Social Sciences 5 (2): 40–68. doi:10.7758/rsf.2019.5.2.03.
  • Smith-Maddox, R., and D. G. Solórzano. 2002. “Using Critical Race Theory, Paulo Freire’s problem-posing Method, and Case Study Research to Confront Race and Racism in Education.” Qualitative Inquiry 8 (1): 66–84. doi:10.1177/107780040200800105.
  • Stringer, E. T. 2007. Action Research. 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Tracy, S. J. 2010. “Qualitative Quality: Eight “big-tent” Criteria for Excellent Qualitative Research.” Qualitative Inquiry 16 (10): 837–851. doi:10.1177/1077800410383121.
  • Weiss, H. B., M. E. Lopez, and H. Rosenberg. 2010. “Beyond Random Acts: Family, School and Community Engagement as an Integral Part of Education Reform. National Policy Forum for Family, School, and Community Engagement.” Harvard Family Research Project. https://sedl.org/connections/engagement_forum/beyond_random_acts.pdf
  • Widding, U. 2015. “Parenting Ideals and (Un-)troubled Parent Positions.” Pedagogy, Culture and Society 23 (1): 45–64. doi:10.1080/14681366.2014.919955.
  • Yosso, T. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education 8 (1): 69–91. doi:10.1080/1361332052000341006.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.