Using Visual Arts as a Proxy for Language: Addressing the Marginalization of Linguistic Minority Parents

Autor/in	Kumar, Rashmi
Titel	Using Visual Arts as a Proxy for Language: Addressing the Marginalization of Linguistic Minority Parents
Quelle	In: Equity & Excellence in Education, 44 (2011) 4, S.453-467 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2011.608599
Schlagwörter	Language Minorities; Visual Arts; Disadvantaged; Art Education; Alienation; Parent Attitudes; Educational Policy; Parent Participation; Equal Education; Social Justice; Parent School Relationship; Brainstorming; Elementary School Students; English (Second Language); Second Language Learning; Surveys; Personal Narratives; Photography; Video Technology; Feedback (Response); Cultural Activities; School Activities + Suchen Sie Ihr Suchwort? Sprachminderheit; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Entfremdung; Elternverhalten; Politics of education; Bildungspolitik; Elternmitwirkung; Soziale Gerechtigkeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Erlebniserzählung; Fotografie; Cultural activity; Kulturelle Aktivität
Abstract	This article discusses a school-wide implementation of an arts-based initiative to address the alienation experienced by linguistic minority parents. In order to assuage the prevalent, although unintentional, practices of marginalization, a group of students and teachers established a platform that enabled shared discourse among minority and mainstream parents. Benefits could be discerned on multiple levels and were attained in incremental stages during the months and years following the implementation. The deliberately structured engagement made way for a school-wide reconsideration of policies and procedures, which led to broader and impassioned participation of all parents. The article concludes by discussing the implications of grass root endeavors, such as the arts-based initiative discussed below, in mitigating the structures of inequities within individual school systems that, in effect, replicate the social injustice seen outside of schools. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10