Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration

2014 ◽  
Vol 84 (2) ◽  
pp. 188-216 ◽  
Author(s):  
Ann Ishimaru
Keyword(s):  
Low Income ◽  
Community Organizing ◽  
Political Process ◽  
Educational Leaders ◽  
District Leadership ◽  
Community Members ◽  
Civic Capacity ◽  
Community Based Organization ◽  
Role Of Parents

In this ethnographic case study, Ann M. Ishimaru examines how a collaboration emerged and evolved between a low-income Latino parent organizing group and the leadership of a rapidly changing school district. Using civic capacity and community organizing theories, Ishimaru seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district's collaboration with a community-based organization. Her findings suggest an emergent model of collaboration that engages parents as educational leaders, focuses on shared systemic goals, strategically builds capacity and relationships, and addresses educational change as political process. This emergent model stands in contrast to traditional partnerships between communities and school or district leadership that often reflect deficit conceptions of marginalized parents and families. By rewriting the rules of engagement, parents, families, and community members can contribute critical resources to enable districts and schools to educate all students more equitably.

When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration

2014 ◽  
Vol 116 (2) ◽  
pp. 1-56 ◽  
Author(s):  
Ann M. Ishimaru
Keyword(s):  
Social Capital ◽  
Low Income ◽  
Community Organizing ◽  
School Level ◽  
Group Collaboration ◽  
Role Of Parents ◽  
School Social Capital ◽  
Structural Social Capital

Background/Context Faced with rapidly changing demographics, districts are increasingly looking to partner with parents to support and improve student learning. Community organizing holds promise for pursuing educational equity through the development of low-income parent participation and leadership, but previous research has focused primarily on the use of structural social capital theory in qualitative studies to understand school-based organizing mechanisms and impacts in traditional urban centers. Focus of Study The aim of this study was to examine whether district-level organizing efforts might be associated with improved parent-school relations in schools and how such efforts to build a new relationship may be enacted and negotiated at the school level within the context of a district-organizing group collaboration in a “new immigrant” destination. Research Design This mixed-methods sequential explanatory study used social capital and the concept of institutional scripts to quantitatively investigate the relationship between Latino parent organizing and parent-school relations across a district, then qualitatively explore the dynamics of parent-school social capital in a nested case study of one school. Data Collection and Analysis Using teacher-survey data from a stratified random sample of teachers in schools across the district, I fit multilevel regression models to examine whether schools with more organizing engagement had greater structural and functional parent-school social capital. I subsequently analyzed interview, observation, and document data to examine how organizing efforts sought to build positive parent-school relations at an elementary school that represented a key focal point for the district-organizing group collaboration. Findings/Results Schools with high organizing had greater structural social capital than schools with little or no organizing, but high organizing schools did not have greater functional social capital in the form of teacher-parent trust. The case study findings suggested that the dominant institutional scripts about the role of parents were simultaneously rewritten and reinforced even as organizing approaches worked to foster a new relationship between parents and educators. Conclusions/Recommendations Districts and schools that collaborate with community organizing groups can augment their social resources and expertise, particularly in reaching out to low-income Latino parents and effectively educating their children. Yet, the dominant institutional scripts in schools – about the role of parents, professional authority, and control – suggest the complexity of efforts to improve parent-school relations. Those seeking to build meaningful parent and community participation in schools would do well to move beyond traditional forms of parent involvement in the journey toward deeper engagement and collaboration.

Culturally relevant constructionist design: exploring the role of community in identity development

2020 ◽  
Vol 121 (11/12) ◽  
pp. 847-867
Author(s):  
Sawaros Thanapornsangsuth ◽  
Nathan Holbert
Keyword(s):  
Identity Development ◽  
Low Income ◽  
Culturally Relevant ◽  
Performance Metrics ◽  
Community Members ◽  
Content Type ◽  
Maker Education ◽  
First Case ◽  
Cultural Connections

Purpose Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school settings. Likewise, little work has been done to explore the transformative perspectives of both the children and the people around them. This study aims to explore a Culturally Relevant Constructionist Design framework that emphasizes making as a way of building connections to ones’ community. The participants’ shifting perspectives and receptivity in engaging in maker activities that involve making inventions for their community, inspired by the nation’s most beloved figure, King Bhumibol are evaluated. Design/methodology/approach This study investigates fourth-grade students, a teacher and community members around a public school in Thailand. Using qualitative research methods, data collection includes interviews, field notes observation, photos and videos of the sessions. This paper presents three case studies that represent the shifting perspectives and receptivity of teachers, community members and students through engaging in making experience. The first case illustrates the ways in which building for others supports the students’ formation of an identity of a creator. The two cases describe a teacher and a community member who developed new-found perceptions of students as valuable contributors to the community. Findings The findings highlight making inventions for the community as ways to connect teachers, community members and students together. The study also identifies key perceptions and experiences that empower students’ as contributors to their community. Through the process of making, the teacher and the community members also developed new-found positive perspectives of the students. Particularly, they viewed the students beyond traditional school performance metrics, and considered their other latent abilities. Practical implications This study discusses these findings in light of previous research on maker education especially in low-income communities. It also showcases the role of making for the betterment of the community as a tool for engendering change in schools and empowering students to design and make personally and socially meaningful projects. The study also highlights how design-based research carried out in the international context, particularly in Thai locality and classrooms. Originality/value This study argues against the deficit lens that assumes a low sense of expectation for what students from lower-income schools can do. Students hold unique worldviews that lead them to create innovations relevant to their local and cultural needs. The study addresses this gap by designing a framework that emphasizes making relevant cultural connections to students’ communities. The study also showcases maker-centered experiences that enable students to express their ideas, to cultivate relationships, to help others and to see themselves in new ways. The perspectives of the participants hold implications beyond the predominant focus of maker education initiatives.

The Role of Parents in High-Achieving Schools Serving Low-Income, At-Risk Populations

2007 ◽  
Vol 39 (4) ◽  
pp. 479-497 ◽  
Author(s):  
Melissa Ingram ◽  
Randi B. Wolfe ◽  
Joyce M. Lieberman
Keyword(s):  
At Risk ◽  
Low Income ◽  
High Achieving Schools ◽  
At Risk Populations ◽  
High Achieving ◽  
Role Of Parents

scholarly journals Implementasi Nilai-nilai Moral dan Agama pada Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Rizki Ananda
Keyword(s):  
Early Childhood ◽  
Religious Education ◽  
Early Childhood Teacher ◽  
Community Members ◽  
Religious Attitudes ◽  
Childhood Education ◽  
Attitudes And Behaviors ◽  
God's People ◽  
Role Of Parents

One of the basic attitudes a child must have to be a good and righteous man is to have good moral and religious attitudes and behaviors in behaving like God's people, family members, and community members. Early Childhood Age is the best time for teachers of Early Childhood Education (PAUD) to lay the foundations of moral and religious education to the. Although the role of parents is enormous in establishing the moral and religious foundations of their children, the role of the early childhood teacher is not small in laying down the moral and religious grounds for a child, since usually, the early child tends to follow his teacher's instructions. Therefore, an early childhood teacher should always try in various ways in order to guide early childhood to have a good personality, which is based on moral and religious values. With the foundation of moral and religious education to children of early childhood, an early childhood can learn to distinguish good and bad behavior, right and wrong, and accustomed to run the teachings of religion in accordance with the level of growth and development. Educating PAUD children with good moral and religious education is not an easy task, therefore PAUD teachers should always improve their insight, understanding, and skills related to the development of morals and religion of children in early childhood.

scholarly journals “The Skill Is Using Your Big Head Over Your Little Head”

2013 ◽  
Vol 7 (4_suppl) ◽  
pp. 31S-42S ◽  
Author(s):  
Lisa Bowleg ◽  
Meaghan Mingo ◽  
Jenné S. Massie
Keyword(s):  
Hiv Prevention ◽  
Low Income ◽  
Urban Areas ◽  
Local Community ◽  
Development Program ◽  
Community Based ◽  
Prevention Messages ◽  
Community Based Organization ◽  
Hiv Aids

Although the disproportionate toll of HIV/AIDS among Black heterosexuals, particularly in low-income U.S. urban areas is well documented, Black heterosexual men are rarely the explicit focus of HIV prevention messages, research, and interventions. We conducted 4 focus groups with 28 Black men, aged 19 to 51 years, who were enrolled in the workforce and fatherhood development program of a local community-based organization to examine (a) the priority and role of HIV/AIDS in their lives and (b) their HIV prevention needs. Although none articulated HIV as a top life priority, respondents nonetheless prioritized educating their children about HIV prevention and protecting their main partners from HIV if they had other sexual partners. Analyses demonstrated that participants said they wanted and needed: to learn how to talk to partners about HIV testing and use condoms when tempted not to do so, and more discussion-oriented educational opportunities to learn and exchange prevention strategies.

scholarly journals THE ROLE OF PARENTS ON TEENAGERS SMOKING BEHAVIOR IN PRESSING FAMILY EXPENDITURE BUDGET IN NATIONAL SCALE

2019 ◽  
Vol 1 (1) ◽  
pp. 71-76
Author(s):  
Lucky Herawati ◽  
Jenita D.T Donsu
Keyword(s):  
Low Income ◽  
Positive Impact ◽  
Smoking Behavior ◽  
National Scale ◽  
Adolescent Smokers ◽  
The Family ◽  
Young Smokers ◽  
Low Income Families ◽  
Role Of Parents

The prevalence of adolescent smokers increases from year to year. Most of the smokers come from low income families. Giving the role of the parent as an educator, both for those who smoke and those who do not smoke has a positive impact on adolescent smoking behavior, among others, it decreases the number of cigarettes smoked per day. Until now it is not known how much funds can be saved in the family as a positive impact of the role of parents as educators for their teenagers. This research is a descriptive study that aims to provide an over view of the amount of family funds that can be saved for cigarette shopping for young smokers. The results show that giving the role of parents to both smokers and non-smokers as educators can reduce family funds for shopping for cigarettes for teenagers. Non-smoking parents as educators can save family funds for shopping for cigarettes for teenagers is greater than for smokers.

Community Organizing among the Elderly Poor in the United States: A Case Study

1992 ◽  
Vol 22 (2) ◽  
pp. 303-316 ◽  
Author(s):  
Meredith Minkler
Keyword(s):  
Low Income ◽  
Community Organizing ◽  
Community Organization ◽  
The Elderly ◽  
The United States ◽  
World Health ◽  
Definition Of ◽  
Health Organization

This case study demonstrates the role of community organizing as a vehicle for enhancing individual and community-level empowerment. Building on social support theory, Freire's “education for critical consciousness,” and the principles and strategies of community organization practice, the 12-year-old Tenderloin Senior Organizing Project reflects the World Health Organization definition of health promotion as a means of helping individuals and communities to take increasing control over the factors influencing their health. Through the Project, low-income elders have successfully identified and addressed shared problems in such areas as crime and safety, undernutrition, and tenants rights. They further have developed ongoing tenants' associations and other community-based organizations that have provided continuity over time and contributed to the development of a “competent community.” Problems in areas such as funding, evaluation, and volunteer burnout are discussed, as are the potentials for project replication in other settings.

scholarly journals Social Capital in Community Organizing for Land Protection and Food Security

Land ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 69 ◽  
Author(s):  
Pornsiri Cheevapattananuwong ◽  
Claudia Baldwin ◽  
Athena Lathouras ◽  
Nnenna Ike
Keyword(s):  
Social Capital ◽  
Food Security ◽  
Community Organizing ◽  
International Investment ◽  
Structured Interviews ◽  
Community Members ◽  
Land Protection ◽  
Farming Community ◽  
Production Area

Since 2016, the Thai Government has pursued a twenty-year national economic growth policy, Thailand 4.0, promoting innovation and stimulating international investment through the Eastern Economic Corridor (EEC) project. The EEC project involves significant land acquisition resulting in the need to relocate villagers with potential impact on food security in a major food production area. This research explored the concerns of a local farming community regarding the potential loss of their farmland and means of livelihood under the EEC project using a case study in Ban Pho District of Chachoengsao (CCS) province. It described their resulting action to protect their farmland using community organizing. Data was collected through documents, observation and semi-structured interviews of key stakeholders. The results demonstrate the role of social capital in community organizing. We contend that high social capital stock is a necessary precursor to create conditions for community members to take steps to defend and protect their interests. This paper contributes to a deeper understanding of the role of social capital in community organizing in cases involving natural resource management.

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