Parental engagement as a ‘boundary practice’ in a classroom community of practice : implications for Latina/o students’ mathematical learning
(The University of Arizona)
||Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008.
||Urban education is in need of practices that break down the hierarchical and hegemonic relations that often characterize parental involvement in U. S. schools, particularly in minoritized communities. Within the framework of communities of practice, the concept of Boundary practices (Wegner, 1998) addresses the connection or disconnection, inclusion or exclusion, between members of two or more communities. In this case, our analysis describes how some practices afford the inclusion of family members and their funds of knowledge, while others exclude them from legitimate peripheral participation (Lave & Wegner, 1991). Embedded in this analysis are the historical inequities of opportunity and unequal power relations. We underscore the key role that legitimate and peripheral access in a community plays for students’ mathematical learning and the inclusion of their families. This research uses case studies to bridge local particulars to the abstract social phenomenon of learning practices. We use ethnographic tools to collect the data and an analysis based on grounded theory to explore the emergent themes. The research takes place in a fifth-grade classroom in an urban elementary school in the southwest United States, in which ninety percent of the students are of Latino background and almost seventy percent receive free or reduced lunch. In this paper we present the boundary practices using one of the case studies developed, Yessenia and her mother, Lorena. Yessenia is a ten year old Mexican immigrant who arrived to the United States as an infant with her mother and her older sister.
||Our data suggest that the nature of the community of practice plays a critical role in the engagement of parents in their children’s mathematics education. In this particular case, the inclusion of Spanish, a collaborative community, and the negotiation of mathematical meanings to read the world facilitate the inclusion of parents. This case study aids us to decenter the notion of parental engagement and focuses on the nature and history of the community, as well as the identities of the participants. The view of learning of mathematics as participation in particular communities brings to the forefront issues of power. There is an imminent need of mathematical practices that include learning as active participation and a view of mathematics as a cultural activity that draws on the resources of members of different communities. The transformation of current oppressing structures of power within the school system requires the inclusion of those who care most for students.
||Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
||article ; recerca ; publishedVersion
Participació parental ;
Pedagogia culturalment rellevant ;
Comunitats de pràctica ;
Parental involvement ;
Culturally relevant pedagogy ;
Communities of practice
||EMIGRA working papers, Núm. 98 (2007) , p. 1-16, ISSN 2013-3804
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