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'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
Language: English
Authors: Jen Stacy (ORCID 0000-0001-7911-8017)
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
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  Data: 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.
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