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Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises the Bar in Family–School Partnerships.

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Title: Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises the Bar in Family–School Partnerships.
Authors: Kroeger, Janice1 (AUTHOR) jkroege1@kent.edu, Sisson, Jamie2 (AUTHOR)
Source: Education Sciences. Aug2025, Vol. 15 Issue 8, p969. 21p.
Subject Terms: *Inquiry method (Teaching), *Community relations, *Cultural awareness, *Parenting, *Preschools, Narratives, Poor families, Kinship
Abstract: In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of "counter stories" which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider "quality" engagement techniques via the staff's interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement "arises" from within parents' motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals' decisions about children and community groups that are informed by families' knowledge are consequently meaningful and authentic. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of "counter stories" which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider "quality" engagement techniques via the staff's interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement "arises" from within parents' motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals' decisions about children and community groups that are informed by families' knowledge are consequently meaningful and authentic. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci15080969