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ERIC Number: EJ1284394
Record Type: Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0040-5841
Transforming Educator Identities and Roles in Family Engagement through Critical Participatory Action Research
Brooks, Katie; Kandel-Cisco, Brooke; Bhathena, Catherine
Theory Into Practice, v60 n1 p62-71 2021
Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates conditions for teachers to engage in professional learning that centers on immigrant and refugee families. In collaboration with immigrant and refugee community advocates, we used CPAR to understand the needs and desires of immigrant and refugee families, to integrate that information into our curriculum, and to support teachers to work with families to pursue shared lines of inquiry embedded in their everyday lives, experiences, and needs. We describe positive shifts in teacher identity and perceptions as teachers prioritized families over school structures and processes, and we share challenges we encountered such as the power imbalances connected to our positionality as white native English speaking researchers working in linguistically diverse communities of color.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Grant or Contract Numbers: T365Z160155