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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.
Authors: Baxter, Gillian (AUTHOR), Toe, Dianne (AUTHOR)
Source: Educational Review. May2025, Vol. 77 Issue 4, p1027-1045. 19p.
Subjects: Primary school teachers, Community-based participatory research, Teacher influence, Parents, Language teachers
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd 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.)
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  Data: Abandoning a discourse of poverty to develop equitable educational practices through family school partnerships.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2023.2246683
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              Text: May2025
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