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Full Description
This book is about the relation between the school, the family, and the community as agents of education considered as a large field that goes beyond schooling. The triadic dialogue taking place amidst boundaries is analyzed, mainly from the perspective of cultural psychology, in a complex way in reference to different epistemological, ideological methodological, and very practical issues. This volume situates this triadic dialogue amidst a field of tensions that take different forms. The tensions between systemic continuity and discontinuity across different ecological levels are central in this book. How diversity and difference are dealt with is at the core of such tensions.
This volume addresses a number of crucial issues. First, it brings to the field of home-school-community relationships a systematic theoretical scheme. Secondly, it gives us a comparative-cultural (India and Canada) glimpse into the histories of education as it has been used as a tool to conquer the minds of new—by force annexed—members of the society. Thirdly, it brings into the school-home-community relationships discourse basic dialogical principles. These relationships are not merely general themes of discourse but can take very concrete forms. Fourthly, the general model of Urie Bronfenbrenner, which has been used as a basis for looking at schools in society since the 1970s, is given careful analytic attention. Finally, we explore innovative pedagogical practices that are oriented towards the parents who may be brought into the school territory to join their children in joint construction efforts.
Contents
Chapter 1. The Father Who Is the School; Jaan Valsiner
Chapter 2. Continuity and Discontinuity Between the School and the Family in the Community: Bridging Conceptual and Epistemological Inquiries; Dany Boulanger
Chapter 3. Provoking Social Changes in a Family-School Space of Activity; Elisa Cattaruzza, Antonio Iannaccone, and Francesco Arcidiacono
Chapter 4. The Parental Representations About Their Children First Literacy Acquisition: A Case Study in a Small Italian Town; Ilaria Zazzera, Clotilde Pontecorvo, and Francesco Arcidiacono
Chapter 5. Social Representations of Parental Engagement in Poverty- Related Contexts: Empty Parents and Full Teachers; Dany Boulanger
Chapter 6. Toward a Less School-Centered Perspective of the Family Engagement in Education; Francesco Arcidiacono
Chapter 7. The Becoming and Changing of Parenthood: Immigrant and Refugee Parents' Narratives of Learning Different Parenting Practices; Noomi Matthiesen
Chapter 8. Parent-Child Relations in the Context of Migration and School; Isabelle Albert
Chapter 9. The Exotopy as a Value in Dialogical Transactions Between Schools and Communities; Ramon Cerqueira Gomes
Chapter 10. Expanding the Context of Pedagogical Activity to the Surrounding Communities; Antti Rajala
Chapter 11. School-Community Relations Among Indian Communities; Nandita Chaudary
Chapter 12. Imperialism and Education: India and Canada; Daniel Moreau
Chapter 13. Bronfenbrenner's Model as a Basis for Compensatory Intervention in School-Family Relationship: Exploring Metatheoretical Foundations; Dany Boulanger
Chapter 14. Dialogicality as a Basis for Development; Maria Elisa Molina
Chapter 15. Making the Additive Nonadditive Amidst School and Family in the Community: Avenues for Dialogicality; Dany Boulanger
