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ERIC Number: EJ1068260
Record Type: Journal
Publication Date: 2008-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: EISSN-1744-1803
Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy
Quintos, Beatriz; Civil, Marta
Adults Learning Mathematics, v3 n2a p59-71 Nov 2008
This study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or exclude, adults as a resource for a culturally responsive pedagogy. Case studies developed through ethnographic methods of data collection allow an in-depth analysis and exploration of emergent themes. Our data suggest that the nature of the community of practice plays a critical role in establishing relationships with parents. Parental involvement is distributed and influenced by the nature and history of the community, as well as by the identities of the participants. Finally, our data indicate that a culturally relevant pedagogy facilitates an egalitarian dialogue with parents and between parents and children.
Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: ESI-0424983