The Role of Identity Narratives (Identity Texts) in Overcoming Barriers to Parental Engagement

• In Event: Multicultural/Multiethnic Education: Emerging Lines of Inquiry

Abstract

To increase involvement in mainstream school systems by parents of ethnic minorities, schools must create a conducive environment for parents of multicultural background to feel comfortable being engaged in their child’s schooling. This paper describes a one-year qualitative study conducted in an ethnically diverse school. Parents and facilitators participated in story-telling sessions, which involved reading and writing stories about identity and diversity. The project documents parents’ participation and engagement in activities which revolve around establishing an interactional space where their linguistic and cultural talents and experiences are valued. Based on the Deconstructing Disadvantage framework, findings indicate that under these conditions parents from low-SES immigrant-background communities will engage actively with the school and contribute in significant ways to the education of students.

Authors

• Rahat Naqvi, University of Calgary

• James Cummins, University of Toronto - OISE

• Alison Altidor Brooks, University of Toronto - OISE