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作者

来源

URBAN EDUCATION,Vol.53,Issue10,P.1265-1290

语言

英文

关键字

urban elementary schools; minority families; parents; teachers; interventionist research; research relationships; school-university collaboration; Foucault; discourse; poststructural sociology; PARENT INVOLVEMENT; EDUCATIONAL-CHANGE; FOUCAULT; BENEFITS; P

作者单位

[Ippolito, John] York Univ, Fac Educ, Toronto, ON, Canada. Ippolito, J (reprint author), York Univ, Fac Educ, Winters Coll 135, 4700 Keele St, Toronto, ON M3J 1P3, Canada. E-Mail: jippolito@edu.yorku.ca

摘要

In this study, I reframe the debate on minority parents and their children's educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. Using an interpretive lens based on Foucault's notion of discourse, I examine three research vignettes drawn from an interventionist research project in two urban elementary schools. This examination identifies and responds to interpersonal, inter-institutional, and inter-epistemological dysfunctions. I make a concluding case for the transformative potential in the interplay of discourses: When inequalities and exclusions are redressed in the research, the project realizes a discursive and ethical possibility.