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A praxis of empowerment: Critically ...

Dotson-Blake, Kylie Phares.

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A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States./
作者:	Dotson-Blake, Kylie Phares.
面頁冊數:	341 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 8450.
Contained By:	Dissertation Abstracts International67-03A.
標題:	School counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3209547
ISBN:	9780542576744

A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States.
Dotson-Blake, Kylie Phares.

A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States. - 341 p.

Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 8450.

Thesis (Ph.D.)--The College of William and Mary, 2006.

This item must not be sold to any third party vendors.

The purpose of this study was to engage in an exploration of the similarities and differences between family-school-community partnerships in Veracruz, MX and North Carolina, US with intentional focus on encouraging the empowerment of Mexican immigrant families. Engaging in a critical ethnographic exploration of the experiences of Mexican nationalists and Mexican immigrants created a space for the sharing of participants' personal life stories fostering the development of a collective consciousness leading to a community of empowerment. The paucity of research addressing partnerships as a means to facilitate empowerment with Mexican immigrant families lends viability to this study.

ISBN: 9780542576744Subjects--Topical Terms:

2144793
School counseling.

A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States.
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245 1 2 $a A praxis of empowerment: Critically exploring family -school -community partnerships in Mexico and the United States.
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500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 8450.
500 $a Adviser: Charles F. Gressard.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2006.
506 $a This item must not be sold to any third party vendors.
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520 $a The purpose of this study was to engage in an exploration of the similarities and differences between family-school-community partnerships in Veracruz, MX and North Carolina, US with intentional focus on encouraging the empowerment of Mexican immigrant families. Engaging in a critical ethnographic exploration of the experiences of Mexican nationalists and Mexican immigrants created a space for the sharing of participants' personal life stories fostering the development of a collective consciousness leading to a community of empowerment. The paucity of research addressing partnerships as a means to facilitate empowerment with Mexican immigrant families lends viability to this study.
520 $a As the Mexican immigrant population continues to increase in the US, so does the impact of the population as a force in public education. Family-school-community partnerships have been linked with school success and provided an appropriate avenue for engaging Mexican immigrant parents. Thus, this study sought to explore the experiences of Mexican nationalists and Mexican immigrant parents to gain insight into effective ways of developing collaborative connections with Mexican immigrant parents in US schools.
520 $a This study utilized methods congruent with the research strategy of critical ethnography, including focus groups, observations and individual interviews. All data were analyzed through the lens of Critical Race and Latino Critical Theory in an effort to conceptualize the influence and impact of race and racism on the experience of Mexican immigrant parents with partnerships. Delgado-Gaitain and Trueba's (1991) Ethnography of Empowerment promoted the importance of linking research to praxis through the researcher's engagement with participants. This study sought to harness the power of Ethnography of Empowerment through the development of a collective awareness of shared experiences among participants.
520 $a Data analysis revealed three major cross-case themes: Collective Worldview vs. Individualism and Autonomy, The Institutionalized Ideology of Racism, and A Portrait of Hope: Values as Resources for Empowerment. These themes allowed for the emergence of a comprehensive understanding of the raced experience of Mexican immigrant parents in family-school-community partnerships in North Carolina.
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