Literaturnachweis - Detailanzeige
Autor/inn/en | Macleod, Gale; Tett, Lyn |
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Titel | 'I Had Some Additional Angel Wings': Parents Positioned as Experts in Their Children's Education |
Quelle | In: International Journal of Lifelong Education, 38 (2019) 2, S.171-183 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Macleod, Gale) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0260-1370 |
DOI | 10.1080/02601370.2019.1574922 |
Schlagwörter | Parent Role; Expertise; Parent Attitudes; Culturally Relevant Education; Self Concept; Family Programs; Teaching Methods; Educational Attainment; Parent Background; Parent School Relationship; Foreign Countries; Parent Participation; Self Efficacy; Adult Educators; Family Environment; Educationally Disadvantaged; Cultural Capital; Longitudinal Studies; Family Literacy; Attitude Change; Art Products; Children; Parent Child Relationship; United Kingdom (Scotland) Parental role; Elternrolle; Expert appraisal; Elternverhalten; Selbstkonzept; Family program; Familienprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsabschluss; Bildungsgut; Elternhaus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Elternmitwirkung; Self-efficacy; Selbstwirksamkeit; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Künstlerische Produktion; Child; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung |
Abstract | This article provides evidence of the ways in which Family Learning (FL) has offered opportunities for the negotiation of a culturally responsive pedagogy that positions parents as experts. Although our study is small (ten parents and six FL practitioners) its significance lies in its longitudinal perspective and in-depth analysis, which demonstrate that the benefits of learning are dynamic and can transfer across domains (education, family, community) and lead to change in parents' sense of self and their practices. We find that the approach taken by the FL workers enabled parents to raise their horizons of possibility so that they considered new careers and ways of being. Our symbolic interactionist approach focuses on the opportunity for the negotiation of new identities afforded by these programmes and provides an explanation for their long-term positive consequences. The implications for adult learning for all professionals engaging with parents are the benefits of: forming collaborative relationships between participants and staff; using a 'funds of knowledge' pedagogical approach; and developing artifacts that can be shared publically. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |