Figuring the World of Home-School Relationships

被引：0
|
作者：
Doucet, Fabienne [1 ]
Ma, Jasmine Y. [1 ]
Dyal, Charulata [1 ]
机构：
[1] NYU, Steinhardt Sch Culture Educ & Human Dev, Dept Teaching & Learning, East Bldg,239 Greene St,6th Floor, New York 10003, NY USA
来源：
EDUCATIONAL FORUM | 2024年 / 88卷 / 04期
关键词：
Diverse families; family-school relationships; figured worlds; home-school relationships; parent involvement; semiotic analysis; visual analysis; PARENT INVOLVEMENT; STUDENTS; GENRES; TEACH; MODEL;
D O I：
10.1080/00131725.2024.2383140
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article uses figured worlds to explore the limit-situations imposed by dominant narratives of home-school relationships. Through a semiotic analysis of a wall hanging in a preschool classroom, we explore what figured worlds are imagined as possible for home-school relationships. The dominant narratives implicit in these figured worlds ossify configurations of home and school that privilege ways of being and knowing that exclude, reject, or demonize the experiences of culturally, linguistically, and socioeconomically diverse families.
引用
收藏
页码：477 / 491
页数：15
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