A School Leader's Acompañamiento
Identity and Belonging With Immigrant Families
Dados Bibliográficos
| ID | 21313663 |
|---|---|
| Autores | Ana Contreras (0000-0002-3008-1978, University of Colorado Boulder, autor correspondente) |
| Ano | 2024 |
| Volume | 60 |
| Fascículo | 2 |
| Páginas | 123-150 |
| Data de publicação | 2024-04-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Administration Quarterly (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x241235644 |
| OpenAlex | W4392194461 |
| Idioma | ES |
| Referências citadas | 37 |
Purpose:This study explores the community-building practices of a school leader at a middle/high school in a Latino/a and African American community. I analyze how the principal leveraged his immigrant identity and experiences to connect with immigrant families and adapt to their needs to form a sense of belonging in the school and neighborhood. I focus on the power of immigrant and BIPOC school leaders drawing from their cultural practices to lead efforts for family engagement. Methods: My study draws on a 3-year critical ethnographic study. Qualitative data sources include participant observation of school/community events; interviews with school faculty, parents, and community members; and participatory methods. I draw on the concepts of pedagogies of acompañamiento and critical care to theorize practices that educators employ to forge relationships with families and create humanizing spaces. Findings: I argue that the school's principal, a Latino immigrant, functioned as a “border broker” in helping families find a sense of belonging in the school and community. He embodied pedagogies of acompañamiento as he accompanied parents through marginalizing experiences and created spaces where they could share and participate in decision-making. Discussion: I highlight the possibilities of pedagogies of acompañamiento in school spaces and recommend practices for school leaders in designing engagement strategies
Citizen journalism · Ethnography · Focus group · Identity (music) · Immigration · Participatory action research · Pedagogy · Political science · Sense of community · Social science · Sociology · Anthropology · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Law · Parental Involvement in Education
Border Thinking
Rethinking Race and Power in Design-Based Research
Ethnography unbound
“Above and Beyond Any Other Teacher or Staff”
“We Don’t Got Time for Grumbling”
Borderlands/La Frontera
The Colonizer/Colonized Chicana Ethnographer
Border Brokers
Envisioning Participatory Action Research Entremundos
Toward a theory of critical care in urban small school reform
A Latina mother on TV
We Only Speak English Here”
Participatory Action Research and Critical Race Theory
Darles el lugar”
Cultural Ways of Learning
Reinforcing Deficit, Journeying Toward Equity
Critical Care
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
Becoming Less Illegal
The "Warm Embrace" of a Newcomer School for Immigrant & Refugee Youth
Insider-Outsider
Schools, Prisons, and Social Implications of Punishment
Legal Consciousness of Undocumented Latinos
Latina Mothers and Small-Town Racisms
Transformation and School Success
The Integration Imperative
Reflections on the Field
Political Mothering
| Altamente citado | Não |
|---|