Disillusionment and hope with transnational mothers: Avenues of change in education through acompañamiento.
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| Title: | Disillusionment and hope with transnational mothers: Avenues of change in education through acompañamiento. |
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| Authors: | Contreras, Ana1 ana.contreras@colorado.edu |
| Source: | Anthropology & Education Quarterly. Sep2024, Vol. 55 Issue 3, p257-275. 19p. |
| Subject Terms: | *Immigrants, Community-based participatory research, Motherhood, Participant observation, Social change |
| Abstract: | This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision‐making. Drawing from pedagogies of acompañamiento, I describe how the mothers responded to decision‐making challenges and leveraged reflections on their struggles to co‐create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change. [ABSTRACT FROM AUTHOR] |
| Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision‐making. Drawing from pedagogies of acompañamiento, I describe how the mothers responded to decision‐making challenges and leveraged reflections on their struggles to co‐create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.12493 |
