Pedagogies of Puppetry: Marginalization, hegemony and colonized treatment of Immigrant and Refugee Families
DOI:
https://doi.org/10.15257/2017.0001Keywords:
Latino families, Refugee families, Familial engagement, Familial capital, Parental engagementAbstract
Pedagogy of the Puppet draws upon the theoretical underpinnings of LatCrit reviews through a decolonizing discourse of the deficit ways Latino and refugee families have been positioned in marginalized ways regarding their engagement in schools. Drawing on ethnographic methods, we unpack the disconnect these families experience in schools regarding barriers through the symbiosis of power relations between the puppeteer (school, administrators, teachers) related to the language, culture, and perceptions they hold of Latino and refugee families. We engage in unmasking the discourse of invisibility of the puppet, the Latino and refugee families, in order to address how schools can actively resist these hegemonic behaviors and actively awaken the puppeteer and take action to address these injustices. Using Gonzalez, Moll and Amanti’s (1992) framework of funds of knowledge and Yosso’s (2005) familial capital defined as the social and personal human resources students have access to in their environments. We extend Yosso’s (2005) and Abdul-Razaq’s (2017) work by providing examples of 21st century familial engagement for Latino and refugee families starting with parents and children’s needs and assets as most beneficial to fostering respectful collaborative relationships between schools and families.Downloads
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