Discussion Post #4 Culturally Responsive Family Engagement
I want to start this discussion post by recognizing how difficult it is to synthesize module theories and practices weekly as I continue building on the ideas from one module to another, making connections and appropriately reflecting on the course “Creating Connections.” The other challenge this creates for me is keeping the discussion post short!
Paulo Freire (1986) described praxis as “reflection and action directed at the structures to be transformed (p. 36)”. In educational pedagogies, praxis refers to the process where theory and practice are interconnected to inform each other, involving reflection, action, and evaluation. This approach supports creating a more culturally sensitive, dynamic, and responsive educational environment.
As I started reading the material for this week’s module, I found myself going back to Culturally Relevant Pedagogy (Ladson-Billings, 2014) and the approach that recognizes students’ cultural backgrounds and experiences, using them as a foundation for education and the similarities to this week’s readings and lecture notes. I also found links to Wang (2018) and the discussion on social justice on how we can promote social justice through people-centred leadership practices such as putting students first (student-centric), developing social justice leaders and building a school climate that embeds social justice principles in everyday practices.
From this week’s readings, I noted that even when educators agree on the importance of family involvement and attempt to mitigate barriers and injustices, they may have a limited understanding of what involvement means (Leo et al., 2019). This may come from the fact that, as educators, we may define involvement as participation in school-related activities, and the activities of family members outside of schools may go unrecognized (Leo et al., 2019).
I also found the discussion on teachers’ agency in Rodriguez’s (2013) article a different lens to an educator’s work in launching efforts to enable school communities to reflect and better understand their students and families. I teach agency theory in my business classes and have not reflected on this as part of education!
Engaging with families, especially those from culturally diverse backgrounds, is crucial for creating an inclusive school community and here are some strategies based on the works of Leo et al. (2018) that could be effective:
- Culturally responsive communication that establishes positive communication with families that respects their cultural backgrounds and builds trust. This includes ideas of confidentiality, checking for understanding, providing examples and patience (Pacer Center, 2018)
- Collaborative by involving families in decision-making processes to ensure their voices are heard and valued. Recognize family strengths and the keepers of cultural knowledge that can add to the conversation.
- Building relationships by developing strong ties between staff and families through consistent and respectful interactions. Create environments that are welcoming and inclusive for all families.
- Connecting families to community resources and local support systems and integrating community knowledge and engagement. Meet them on their ground through home visits where appropriate. This might also include multilingual support services.
- Finally, celebrate the diversity in the community; hold cultural events and celebrations that honour the diverse backgrounds of your families.
Viewing the teacher as an agent presents the opportunity for educators to take action through training to recognize and value the diverse knowledge families bring to the school community and the authority to act. By implementing some of these strategies, a more inclusive and engaged school or organizational community that values and leverages the strengths of all its families can be built.
References
Freire, P. (1986), Pedagogy of the Oppressed. New York: Continuum, p. 36.
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84.
Leo, A., Wilcox, K. C., & Lawson, H. A. (2019). Culturally responsive and asset-based Strategies for family engagement in odds-beating secondary schools. The School Community Journal, 29(2), 255-280. Retrieved from https://files.eric.ed.gov/fulltext/EJ1236587.pdf
Pacer Center. (2018). Working effectively with families from diverse cultures. [Video]. YouTube.
https://www.youtube.com/watch?v=l3_2c0Rvu28
Rodriguez, G. M. (2013). Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge. Review of Research in Education, 37(1), 87-120. https://doi-org.proxy.queensu.ca/10.3102/0091732X12462686
Wang, F. (2018). Social Justice Leadership—Theory and Practice: A Case of Ontario. Educational Administration Quarterly, 54(3), 470– 498. https://doi-org.proxy.queensu.ca/10.1177/0013161X18761341
