Abstract
Three family education perspectives, preservation, improvement, and attunement, are presented as lenses through which family educators view, conduct, and critique their professional practice. Each perspective is discussed in terms of its orientation and underlying values, assumptions about the world and human beings, human goals, professional practices, roles of educators and learners and their power relations, and consequences. Examples of family education that reflect each perspective are described, as are types and examples of disciplined inquiry. Conclusions and recommendations for family educators and researchers are provided.
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