About this product

Product Identifiers

PublisherInformation Age Publishing, Incorporated

ISBN-10161735399X

ISBN-139781617353994

eBay Product ID (ePID)15038661897

Product Key Features

Number of Pages330 Pages

Publication NameIncluding Families and Communities in Urban Education

LanguageEnglish

SubjectUrban, Administration / General, Children's Studies, Educational Policy & Reform / Federal Legislation, Parent Participation, Philosophy, Theory & Social Aspects

Publication Year2011

TypeTextbook

Subject AreaSocial Science, Education

AuthorLea Hubbard

SeriesIssues in the Research, Theory, Policy, and Practice of Urban Education Ser.

FormatTrade Paperback

Dimensions

Item Height0.7 in

Item Weight16.4 Oz

Item Length9.2 in

Item Width6.1 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2011-005761

Dewey Edition22

IllustratedYes

Dewey Decimal379.2/6

SynopsisA volume in Issues in Urban Education Series Editors Denise E. Armstrong, Brock University and Brenda J. McMahon, Florida State University This book is intended to examine in depth the issues surrounding family and community involvement initially presented in the book, Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice. It contributes to the ongoing conversations in academia as well as in the profession around effectively engaging all families in their children's education, and building relationships with diverse community members around common educational goals. The book seeks to address issues related to structure, culture, and the agency of individuals and educational organizations. Structure refers to the external forces that impose upon and attempt to define social action, particularly, the institutional arrangements that schools, families and communities have traditionally held in relationship to each other and to the district, state and federal government. Education is tied system of class relations that structures racism, classism and sexism in response to the desire of dominant groups to preserve their privilege and power. The consequence is the economic position of low-income ethnic minority students, the population that we find most frequently in urban schools, is merely reproduced. Students and families from these backgrounds often feel alienated and marginalized and thus unable to engage actively with schools that are viewed as representing the interests of the white middle class. Understanding the success and failures of school, family and community partnerships also demands an examination of the cultural factors that are involved. By looking at culture, both that of the school and the community, we gain a better understanding of how the ideologies, beliefs and values held by the various constituents give rise to ideological conflicts that may impede collaborations. Partnerships are driven by the individual actions or agency of those involved. This collection demonstrates how actions or agency are tied to structural and cultural factors, including racial, ethnic, class, linguistic and gendered positions. Through the contributions of a team of authors who examine family and community involvement in education, a compelling argument is made for the need to attend to issues of structure, culture, and agency. Typically applied to school reform and change issues, this framework adds a new perspective to the family and community involvement literature, and may help to explain why strong family-school-community partnerships are not more widespread despite the abundance of literature that details the benefits of partnering for students, school personnel and their partners. By looking at the structures in the schools, districts and broader community that impact family and community involvement, the organizational cultures that support or limit their involvement, and the ability for students, their families, the community members and school personnel to make a difference in education, the book not only demonstrates the importance of these elements, but how they work together or against each other. Most importantly, the book illustrates how authentic partnerships - characterized by respectful, two-way communication that leads to shared goals and mutually beneficial relationships - can be created and maintained., This book explores the complex and essential role of school, family, and community partnerships in educational reform. It examines structural considerations, school and family culture, and the interactions between school personnel, families, and communities. The book highlights the negative impact of unchallenged assumptions on learners., The work of school, family and community partnerships is complex and messy and demands a thoughtful and deep investigation. Currently, parent and community involvement does not draw on school reform and educational change literature and conversely the school change literature often ignores the crucial role that communities play in educational reform. This edited volume focuses on structural considerations regarding education and the school communities, school-level and family culture, and the interrelationships between the agency and actions of school personnel, family members, community citizens and students. This book extends the dialogue on school reform by looking at parent and community engagement initiatives as part of the school reform literature. The contributors illustrate the negative impact on students and their education when assumptions made by school personnel regarding the organization of education, the nature of families, and the contributions they should make to their children's education are not challenged.

LC Classification NumberLC5131.I46 2011