Abstract
<p>A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children’s social-emotional development and the expanded use of existing parenting tools. Even though parents are primary agents of change, the cultural backgrounds of families has too often been a missing ingredient in both the curriculum development and participation phases of and social and emotional learning within school-based programs. Family engagement programs are particularly important for Latino parents who are recent immigrants, as they have the additional burden of contending with such stressors in school settings as race, language barriers, and stereotypes afflicting educators. All participants in this study had existing knowledge in the area of emotional development and were able to discuss the value of self-care and self-regulation with respect to parenting their children. This research contributes to studies in the fields of family engagement and popular education pedagogy besides providing the reader with an examination of the implications of effective socio-emotional curriculum in elementary school settings.</p>
Highlights
Families are necessary agents of change, but their voices are too often missing in curriculum development and as participants in school-based programs of social and emotional learning
The cultural relevance of family engagement programs is especially important with respect to Latino parents who are recent immigrants and who must contend with such additional stressors in school settings as race, language barriers, and educator prejudice (Quezada, Diaz, & Sanchez, 2003; Ramirez, 2003)
This article discusses the value of family engagement in elementary school settings through critical family literacy programs, offering the perspectives of Latinos parents from diverse migratory backgrounds
Summary
Families are necessary agents of change, but their voices are too often missing in curriculum development and as participants in school-based programs of social and emotional learning. This can be due to the “deficit perspectives” that are held by social and emotional researchers (Goleman, 2006) and/or educator stereotypes held toward immigrant populations (Tinkler, 2002). Constructing one’s own worldview allows participants to build on existing knowledge and share experience with their children to create social and emotional development within the family (Tatum, 2003)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
