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Preparation for Equitable Family and Community Engagement That Leads to Culturally Responsive/Sustaining Pedagogy
Fri, April 25, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 711Session Type: Symposium
Abstract
In this session, we present findings from studies of inservice and preservice teachers as they develop their family engagement skills across racial, ethnic, language, (dis)ability, religious, political affiliation, socio-economic, and geographic difference. Our collective work, framed by Mapp and Bergman (2021) and the Family Engagement Core Competencies (NAFSCE, 2022), examines how family engagement dispositions and practices are intentionally developed through a social justice and critical consciousness lens–an integral part of culturally responsive/sustaining pedagogy (CR-SP). We also examine one family engagement practice to understand its relationship to CR-SP and what has yet to be studied. This symposium is intended to inform the field and to push further the rigor and relevance of equity-focused family and community engagement scholarship.
Sub Unit
Chair
Papers
Interpreting The Family Engagement Core Competencies through a Social Justice Lens - Margaret Caspe, National Association for Family, School and Community Engagement; Reyna P. Hernandez, National Association for Family, School and Community Engagement
Teachers’ Development of Critical Consciousness around Multilingual Families’ Literacy Practices: A Case Study - Amanda Kibler, Oregon State University; Kathryn Esther Mcintosh, Oregon State University; Nelly N. Patiño-Cabrera, Oregon State University; Sarah Marie Howard, Oregon State University; Mauree Donahue Revier, Oregon State University
Learning from Community Members: Preservice Teachers’ Progression Towards Recognizing and Repairing Inequitable Education Experiences - Marliese Peltier, Ball State University; Younkyung Hong, Ball State University; Angela J Stefanski, Ball State University
Lessons Learned from Home Visiting Studies to Support Culturally Responsive/Sustaining Pedagogy - Judy Paulick, University of Virginia; Natalia Palacios, University of Virginia