Moments of Connection Building Equitable Relationships between Families and Educators through Participatory Design Research
Moments of Connection Building Equitable Relationships between Families and Educators through Participatory Design Research
复制标题
通过参与式设计研究在家庭和教育工作者之间建立公平的联系时刻
DOI：
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Jennifer Mayer
中科院分区：
文献类型：
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作者：
Paul J. Kuttner;Almaida Yanagui;Gerardo R. López;Anne Barton;Jennifer Mayer
近年来，有证据表明，要求学校将家庭纳入学校决策的呼声再次高涨，这是促进公平的家庭-学校伙伴关系的更广泛运动的一部分;这种伙伴关系需要以相互信任为特征的牢固的家长-教师关系。然而，这种关系不可避免地受到与种族化和权力有关的制度和历史的影响。本文探讨了文化和语言多样的家庭以及来自主流学校文化的教师如何开始建立信任关系，尽管不平等。它的基础是在犹他湖城的一个参与式设计为基础的研究项目中对家庭教育者互动的深入分析。我们提取我们称之为连接的时刻-参与者彼此连接的时刻，尽管个人，历史，社会和制度的力量经常分裂他们。我们利用这些时刻来建议建立信任，团结，并在我们的学校和社区越来越人性化的参与形式的途径。
Recent years have borne evidence of a resurgence of calls for schools to include families in school decision-making as part of a broader movement for equitable family-school partnerships; these partnerships require strong parent-teacher relationships characterized by mutual trust. However, such relationships are inevitably shaped by systems and histories related to racialization and power. This article explores how culturally and linguistically diverse families alongside teachers from the dominant school culture can begin building trusting relationships in spite of inequity. Its basis is an in-depth analysis of family-educator interactions in a participatory design-based research project in Salt Lake City, UT. We extract what we call moments of connection — moments when participants connected with one another despite the personal, historical, social, and institutional forces that so often divide them. We utilize these moments to suggest avenues for building trust, solidarity, and increasingly humanizing forms of engagement in our schools and communities.