Abandoning a Discourse of Poverty to Develop Equitable Educational Practices through Family School Partnerships
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| Title: | Abandoning a Discourse of Poverty to Develop Equitable Educational Practices through Family School Partnerships |
|---|---|
| Language: | English |
| Authors: | Gillian Baxter (ORCID |
| Source: | Educational Review. 2025 77(4):1027-1045. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Equal Education, Family School Relationship, Partnerships in Education, Poverty, Elementary School Teachers, Family Involvement, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/00131911.2023.2246683 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | A discourse of poverty can influence teachers' perceptions towards and ways of supporting parents' engagement in their children's learning. In 2021, Goodall invited us to examine the discourse surrounding a "culture of poverty" and seek ways to engage with parents so that we might dismantle systemic inequities. This study explored four primary school teachers' consideration of how they could adapt their own practices to strengthen families' engagement in their children's learning. Data collection incorporated transcripts from reflective practice meetings and semi-structured interviews utilised throughout a two-cycle process of Critical Participatory Action Research. The theory of practice architectures framed analysis of the teachers' language (sayings), activities (doings) and relationships (relatings) within parent engagement and the specific conditions which support and hinder practice. Within this study the participating teachers perceived that parent engagement is more achievable in a dominant community. Within the nondominant community where the teachers worked, social and cultural factors were perceived to problematise parent engagement. This paper advocates for schools to routinely embed reflexive practices which support teachers to examine and address systemic impediments to parent engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486222 |
| Database: | ERIC |
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| Abstract: | A discourse of poverty can influence teachers' perceptions towards and ways of supporting parents' engagement in their children's learning. In 2021, Goodall invited us to examine the discourse surrounding a "culture of poverty" and seek ways to engage with parents so that we might dismantle systemic inequities. This study explored four primary school teachers' consideration of how they could adapt their own practices to strengthen families' engagement in their children's learning. Data collection incorporated transcripts from reflective practice meetings and semi-structured interviews utilised throughout a two-cycle process of Critical Participatory Action Research. The theory of practice architectures framed analysis of the teachers' language (sayings), activities (doings) and relationships (relatings) within parent engagement and the specific conditions which support and hinder practice. Within this study the participating teachers perceived that parent engagement is more achievable in a dominant community. Within the nondominant community where the teachers worked, social and cultural factors were perceived to problematise parent engagement. This paper advocates for schools to routinely embed reflexive practices which support teachers to examine and address systemic impediments to parent engagement. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2023.2246683 |
