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On the Border of a Precipice for a Paradigm Shift: Navigating Tensions to Cultivate Equitable Collaboration in Family-School Partnerships
On the Border of a Precipice for a Paradigm Shift: Navigating Tensions to Cultivate Equitable Collaboration in Family-School Partnerships
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151953
- ISBN
- 9798383226223
- DDC
- 379
- 서명/저자
- On the Border of a Precipice for a Paradigm Shift: Navigating Tensions to Cultivate Equitable Collaboration in Family-School Partnerships
- 발행사항
- [Sl] : University of Washington, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 174 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Ishimaru, Ann.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2024.
- 초록/해제
- 요약Drawing on an applied tensional analysis (Mease, 2019), equitable collaboration (Ishimaru, 2020), and transformational resistance (Solorzano & Bernal, 2001), this study examined the complexities of tensions and how the enacted response strategies undermined or fostered more equitable approaches for collaboration within a family-school partnership to improve students' early learning outcomes. This dissertation used a qualitative single-case study design to explore the interactions within a community-based family-school partnership comprised of parents, community members, community-based non-profit organizations, school district staff, administrators and elected leaders, research institutions, and philanthropy. Data collected from the Summer 2022 to Spring 2023 consisted of more than 95 hours of observations and qualitative interviews focused on understanding how tensions emerged and how tensions were addressed within the Yorbas Early Learning Initiative (YELI) family-school partnerships. Findings suggest how the response strategies to repair tensions can be well-intentioned and equity-driven while also unintentionally reinforcing deficit-oriented perspectives of parents and incorporating school-centric paradigms and strategies that maintain unilateral power dynamics between schools and families (Ishimaru, 2020). By better understanding how tensions emerge, and more importantly, how our responses to these tensions may covertly conform to traditional, dominant, deficit-oriented, school-centric paradigms, researchers and practitioners can learn and shift response strategies in ways that can foster more equitable approaches for collaboration.
- 일반주제명
- Education policy
- 일반주제명
- Educational philosophy
- 일반주제명
- Educational leadership
- 키워드
- Partnerships
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383226223
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aLara, Adam Maurice.
■24510▼aOn the Border of a Precipice for a Paradigm Shift: Navigating Tensions to Cultivate Equitable Collaboration in Family-School Partnerships
■260 ▼a[Sl]▼bUniversity of Washington▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a174 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Ishimaru, Ann.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2024.
■520 ▼aDrawing on an applied tensional analysis (Mease, 2019), equitable collaboration (Ishimaru, 2020), and transformational resistance (Solorzano & Bernal, 2001), this study examined the complexities of tensions and how the enacted response strategies undermined or fostered more equitable approaches for collaboration within a family-school partnership to improve students' early learning outcomes. This dissertation used a qualitative single-case study design to explore the interactions within a community-based family-school partnership comprised of parents, community members, community-based non-profit organizations, school district staff, administrators and elected leaders, research institutions, and philanthropy. Data collected from the Summer 2022 to Spring 2023 consisted of more than 95 hours of observations and qualitative interviews focused on understanding how tensions emerged and how tensions were addressed within the Yorbas Early Learning Initiative (YELI) family-school partnerships. Findings suggest how the response strategies to repair tensions can be well-intentioned and equity-driven while also unintentionally reinforcing deficit-oriented perspectives of parents and incorporating school-centric paradigms and strategies that maintain unilateral power dynamics between schools and families (Ishimaru, 2020). By better understanding how tensions emerge, and more importantly, how our responses to these tensions may covertly conform to traditional, dominant, deficit-oriented, school-centric paradigms, researchers and practitioners can learn and shift response strategies in ways that can foster more equitable approaches for collaboration.
■590 ▼aSchool code: 0250.
■650 4▼aEducation policy
■650 4▼aEducational philosophy
■650 4▼aEducational leadership
■650 4▼aIndividual & family studies
■653 ▼aEquitable collaboration
■653 ▼aFamily engagement
■653 ▼aPartnerships
■653 ▼aTransformational resistance
■653 ▼aEarly learning outcomes
■690 ▼a0458
■690 ▼a0998
■690 ▼a0449
■690 ▼a0628
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162270▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
