Abstract
ABSTRACT This research article highlights how two dual language kindergarten teachers in an urban Title I school incorporated family relationships and cultural practices to support children’s learning through online schooling during the COVID-19 pandemic. We report from ethnographic work conducted during the 2020–21 school year through virtual classroom observations and teacher interviews. We combined the lenses of equitable family engagement and critical consciousness to examine how the teachers regarded the role of families as schooling entered homes. Our findings show that the teachers perceived families’ expertise as equally influential as teachers’ knowledge of children’s learning, considering them “co-teachers.” Rooted in their beliefs about families’ central role in education, the teachers’ approach exemplifies what we term “critically conscious family engagement,” a novel conceptualization of family engagement that connects critical consciousness to teachers’ active and consistent relationship-building with parents, caregivers, and children. Our implications highlight strategies for educators to build and sustain such relations in any instructional modality.
Published Version
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