Parent Engagement in First Nation Schools:  An Ethnography
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Parent Engagement in First Nation Schools: An Ethnography

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This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as......

This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.

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  • 1. Parent Involvement/ Engagement in First Nation schools Inside of Teepee. Photography by Fay Zoccole, 2013. My Experience
  • 2. • My own stories • Definition and benefits of Parent Engagement • First Nation students: What’s it like • Barriers that impede Parent Engagement • Two Popular Theories: Which theory works best? • Conclusion Presentation Bundle
  • 3. Veronica Davis. Photograph by Mike Davis. 1978. My own story Rene Meshake. Photographed by Joan Meshake, 2012.
  • 4. • Involvement: Parents support their children through communication with teacher and support for their child. • Engagement: Parents that are fully engaged and actively participate in school-sponsored activities or help their children in ways visible to their children and others Definitions: Parent Involvement & Engagement
  • 5. • Education gaps • No special education supports and services Zoccole kids in Weagamow. Photograph by Fay Zoccole, 2007. First Nations students: What’s it like?
  • 6. • • • • • • A safe place to learn To know there culture Nice teachers Library with lots of books Extra-curricular activities Role models from their communities What do students want/need?
  • 7. • They want their children to be successful. • Access to resources for special needs children. • They want their children to develop their own talents. Zoccole kids and me. Photograph by Fay Zoccole, 2006. What do parents want?
  • 8. • Parents to be involved • Supports for students with special needs • Professional development: How to work with First Nation families? • Learn about community protocols and expectations What do teachers want?
  • 9. • Residential school experience • Teacher’s negative assumptions • Heavy use of professional jargon • Meetings not planning around needs of parent/families • Clash of cultures Teepee in Marten Falls. Photograph by Fay Zoccole, 2012. Barriers that impede parent engagement
  • 10. • Classrooms and hallways • Parents are recognized as equal partners • Supportive and utilizing of language revitalization • Parents, elders and senior students are part of staff meetings • First Nation teachers Learning literacy by utilizing the medicine wheel. Photograph by Fay Zoccole, 2011. What does a school that nurtures relations with First Nation parents look like?
  • 11. Epstein’s Parental Involvement Framework Parenting Communication Parent volunteering Learning at home Decision Making Collaborating Which theory works best?
  • 12. • Parents are not partners in the school • Parents are positioned in subservient ways Criticism: What’s wrong with this theory?
  • 13. Support families Parental Education Programs Parenthood Education Parent Involvement & Parent Participant Programs School. Clip Art Pictures. Retrieved from : www.embroyoniccjourney.blogspot,com. Theory 2: Kellaghan, Sloane, Alvarez & Bloom
  • 14. Find the strength in communities and students
  • 15. Teacher 1. 2. 3. 4. 5. Parents Students Teacher needs to work with parents to reach students. View parents as equal partners in their child’s education. The school serves the families. Focus on the strengths of students and community. Questions? Conclusion
  • 16. Assembly of First Nations. (2012). The National Panal on First Nation Elementary and Secondary Educationn for Students on Reserve. Balli, S. J. (1996, Winter). Family Diversity and the Nature of Parent Invovlement. Education Forum, 60(131725), 1-6. Beader, A. (2010, February). Stepping Into Students' Worlds. Educational Leadership, pp. 56-60. Becker, J. M. (2011). A five-year Follow-Up: Teachers' Perceptions of the Benefits of Home Visits for Early Elementary Children. Early Childhood Education, 191-196. Bower, J. &. (2011). Can the Epstein Model of Parental Involvment Work in a High-Minority, High-Poverty Elementary School? A Case Study. ASCA Professional School Counseling, 77-87. Bryan, J. &. (2008, December). Strengths-Based Partnerships: A School-Family-Community Partnership Appraoch to Empowering Students. ASCA, pp. 149-156. Cairney, T. (2000). Beyond the Classroom Walls: the rediscovery of family and community as parents in education. Educational Review, 52(2), 163-174. Epstein, J. & Sanders, M. (2006). Prospects for Change: Preparing Educators for School, Family and Community Partnerships. Peabody Journal of Education, 81(2), 81-120. Kellaghan, T., Sloane, K., Bloom, B., & Alcarez, B. (1993). The home environment and school learning. San Francisco, CA: Jossey-Bass. References