'It's Like What Guadalupe Valdés Says: We Aren't the Experts, the Parents Are!': Ethnographic Perspectives and Project Based Learning Cultivating Pre-Service Teachers' Asset-Based Praxis
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| Title: | 'It's Like What Guadalupe Valdés Says: We Aren't the Experts, the Parents Are!': Ethnographic Perspectives and Project Based Learning Cultivating Pre-Service Teachers' Asset-Based Praxis |
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| Language: | English |
| Authors: | Jen Stacy (ORCID |
| Source: | Anthropology & Education Quarterly. 2026 57(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Student Projects, Preservice Teachers, Ethnography, Personality, Family School Relationship, Theory Practice Relationship, Outreach Programs, Preservice Teacher Education, Praxis, Power Structure |
| DOI: | 10.1111/aeq.70080 |
| ISSN: | 0161-7761 1548-1492 |
| Abstract: | This article delineates how pre-service teachers developed dispositions to working with ethnically and linguistically diverse families through study of ethnography coupled with project-based learning. Students' study of "Con Respeto: Bridging the Distance Between Culturally Diverse Families and Schools" by Guadalupe Valdés facilitated ideological shifts about family-school relationships while putting theory into practice by designing and implementing family outreach. Despite shifting students' ideology, critical questions emerged about who pre-service teachers' learning serves and power structures in teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505623 |
| Database: | ERIC |
| Abstract: | This article delineates how pre-service teachers developed dispositions to working with ethnically and linguistically diverse families through study of ethnography coupled with project-based learning. Students' study of "Con Respeto: Bridging the Distance Between Culturally Diverse Families and Schools" by Guadalupe Valdés facilitated ideological shifts about family-school relationships while putting theory into practice by designing and implementing family outreach. Despite shifting students' ideology, critical questions emerged about who pre-service teachers' learning serves and power structures in teacher education. |
|---|---|
| ISSN: | 0161-7761 1548-1492 |
| DOI: | 10.1111/aeq.70080 |
