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A Reimagination of Schooling: School Professional and Parent Perspectives on a Family-School-Community Collaboration Framework Rooted in Liberation Psychology
A Reimagination of Schooling: School Professional and Parent Perspectives on a Family-School-Community Collaboration Framework Rooted in Liberation Psychology
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104837
- ISBN
- 9798290950563
- DDC
- 150
- 저자명
- Knuckey, Lauren.
- 서명/저자
- A Reimagination of Schooling: School Professional and Parent Perspectives on a Family-School-Community Collaboration Framework Rooted in Liberation Psychology
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 218 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: B.
- 주기사항
- Advisor: Garbacz, Andy.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약The fields of school psychology and education have historically promoted and remain entangled in the reproduction of oppressive systems including racism, classism, and settlercolonialism (Popkewitz, 2018). With persistent and growing disparities between marginalized children and their more privileged counterparts, liberation psychology, with its socio-historical orientation and legacy of political activism, is a framework poised to reimagine current school service delivery for the needs of oppressed students, families, and communities. Currently, existing frameworks in the literature which outline approaches to family-school-community collaboration are limited, with none demonstrating widespread use in schools nor embodying explicit goals for liberation.In the current study, I propose a family-school-community collaboration framework based in liberation psychology. This framework centers political education and engagement, community healing, and building systems of shared power as key approaches to transforming school systems towards liberation. I used a mixed-method approach to explore school professional and parent needs and perspectives about the family-school-community collaboration framework to improve its fit in school and community settings. Participants were 26 elementarylevel school professionals and parents from one Midwestern school district. Findings suggested alignment with several elements of current family-school-community collaboration frameworks. Likewise, results supported the utility of numerous practices and principles in liberation psychology (e.g., a focus on building school community critical consciousness) as well as an emphasis on community healing, reflexivity, and capacity building to increase family-school-community collaboration. Implications for research and practice are discussed.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 기타저자
- The University of Wisconsin - Madison Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290950563
■035 ▼a(MiAaPQ)AAI32171741
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aKnuckey, Lauren.
■24512▼aA Reimagination of Schooling: School Professional and Parent Perspectives on a Family-School-Community Collaboration Framework Rooted in Liberation Psychology
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a218 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: B.
■500 ▼aAdvisor: Garbacz, Andy.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aThe fields of school psychology and education have historically promoted and remain entangled in the reproduction of oppressive systems including racism, classism, and settlercolonialism (Popkewitz, 2018). With persistent and growing disparities between marginalized children and their more privileged counterparts, liberation psychology, with its socio-historical orientation and legacy of political activism, is a framework poised to reimagine current school service delivery for the needs of oppressed students, families, and communities. Currently, existing frameworks in the literature which outline approaches to family-school-community collaboration are limited, with none demonstrating widespread use in schools nor embodying explicit goals for liberation.In the current study, I propose a family-school-community collaboration framework based in liberation psychology. This framework centers political education and engagement, community healing, and building systems of shared power as key approaches to transforming school systems towards liberation. I used a mixed-method approach to explore school professional and parent needs and perspectives about the family-school-community collaboration framework to improve its fit in school and community settings. Participants were 26 elementarylevel school professionals and parents from one Midwestern school district. Findings suggested alignment with several elements of current family-school-community collaboration frameworks. Likewise, results supported the utility of numerous practices and principles in liberation psychology (e.g., a focus on building school community critical consciousness) as well as an emphasis on community healing, reflexivity, and capacity building to increase family-school-community collaboration. Implications for research and practice are discussed.
■590 ▼aSchool code: 0262.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aIndividual & family studies
■653 ▼aFamily-school-community collaboration
■653 ▼aLiberation psychology
■653 ▼aSchool psychology
■690 ▼a0621
■690 ▼a0525
■690 ▼a0628
■71020▼aThe University of Wisconsin - Madison▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g87-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359116▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
