371
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Creating an Afro-sensed, Community-engaged School: Views from Parents and School Personnel

ORCID Icon, ORCID Icon &

References

  • Alameda-Lawson, T., Lawson, M. A., & Lawson, H. (2010). Social workers’ roles in facilitating the collective involvement of low-income, culturally diverse parents in an elementary school. Children & Schools, 32(3). doi:10.1093/cs/32.3.172
  • Alderson, J. J. (1972). Models of school social work practice. In Rosemary & F. M. Franck (Eds.), The schools in the community (pp.151–160). Washington, DC: NASW Press.
  • Amatea, E., & Dolan, K. (2009). Fostering student and family engagement in learning through student-led parent conferences. In E. S. Amatea (Ed.), Building culturally responsive family–school relationships (pp. 252–276). Boston, MA: Pearson.
  • Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26, 2.
  • Banda, D. (2008) Education for all (EFA) and ‘African Indigenous Knowledge Systems (AIKS)’: The case of the Chewa people of Zambia. PhD thesis. University of Nottingham 10665680903228389
  • Banda, D., & Morgan, W. J. (2013). Folklore as an instrument of education among the Chewa people of Zambia. International Review of Education, 59, 197–216. doi:10.1007/s11159-013-9353-5
  • Banda, F., & Banda, D. (2016). Nyanja/Chewa proverbs as didactics: Recontextualising indigenous knowledge for academic writing. Studies of Tribes and Tribals, 14(2), 80–91. doi:10.1080/0972639X.2016.11886735
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlusOpen, 2, 8–14. doi:10.1016/j.npls.2016.01.001
  • Blitz, L. V., Anderson, E. M., Mulcahy, C. A., & Bronstein, L. (2018). The heart of our community: Developing university-assisted community schools in rural places. In R. M. Reardon & J. Leonard (Eds.), Making a positive impact in rural places: Change agency in the context of school-university-community collaboration in education (pp. 167–192). Charlotte, NC: Information Age Publishing.
  • Blitz, L. V., Kida, L., Gresham, M., & Bronstein, L. (2013). Prevention through collaboration: Family engagement with rural schools and families living in poverty. Families in Society: The Journal of Contemporary Social Services, 94(3), 157–165. doi:10.1606/1044-3894.4306
  • Borish, D., King, N., & Dewey, C. (2017). Enhanced community capital from primary school feeding and agroforestry program in Kenya. International Journal of Educational Development, 52, 10–18. doi:10.1016/j.ijedudev.2016.10.005
  • Breidlid, A. (2009). Culture, indigenous knowledge systems and sustainable development: A critical view of education in an African context. International Journal of Educational Development, 29, 140–148. doi:10.1016/j.ijedudev.2008.09.009
  • Bryan, J., & Henry, L. (2008). Strengths-based partnerships: A school–family–community partnership approach to empowering students. Professional School Counselling, 12, 149–156. doi:10.5330/PSC.n.2010-12.149
  • Chimombo, J. P. G. (2005). Quantity versus quality in education: Case studies in Malawi. International Review of Education, 51, 155–172. doi:10.1007/s11159-005-1842-8
  • Cooper, C. W. (2009). Parent involvement, African American mothers, and the politics of educational care. Equity and Excellence in Education, 42(4), 379–394. doi:10.1080/10665680903228389
  • Cooper, C.E. (2010). Family poverty, school-based parental involvement, and policy-focused protective factors in kindergarten. Early Childhood Research Quarterly, 25, 480–492. doi:10.1016/j.ecresq.2010.03.005
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research designs: Choosing among the five approaches (4th ed.). London, England: Sage.
  • Dikko, M. (2016). Establishing construct validity and reliability: Pilot testing of a qualitative interview for research in takaful (Islamic Insurance). The Qualitative Report, 21(3), 521–528. doi:10.3102/0002831211427206
  • Dominelli, L. (2012). Green social work. Cambridge, UK: Polity Press.
  • Dumbrill, G. C., & Green, J. (2008). Indigenous knowledge in the social work academy. Social Work Education, 27(5), 489–503. doi:10.1080/02615470701379891
  • Dupree, D., Spencer, T. R., & Spencer, M. B. (2015). Stigma, stereotypes and resilience identities: The relationship between identity processes and resilience processes among black american adolescents. In L. Theron, L. Liebenberg, & M. Ungar (Eds.), Youth resilience and culture. Cross-cultural advancements in positive psychology (Vol. 11), pp. 117–129. Dordrecht: Springer.
  • Earnshaw, V.A., & Kidman, R.C., &, Violari, A. (2018). Stigma, Depression, and Substance Use Problems Among Perinatally HIV‑Infected Youth in South Africa. AIDS and Behavior 22, 3892–3896. doi: 10.1007/s10461-018-2201–7
  • Elo, S. & Kääriäinen, M., Kanste, O., Pölkki, T., Päätalo, K. & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. Sage Open. doi:10.1177/2158244014522633
  • Ferlazzo, L. (2011). Involvement or engagement?. Schools, Families, Communities, 68(8),10-14.
  • Gray, M., Coates, J., & Hetherington, T. (2008). Hearing indigenous and local voices in mainstream social work. Families in Society: The Journal of Contemporary Social Services, 88 (1), 66. Surrey: MPG Books Ltd..
  • Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29, 75–91.
  • Hall, E., Wall, K., Higgins, S., Stephens, L., Pooley, I., & Welham, J. (2005). Learning to learn with parents: Lessons from two research projects University of Newcastle upon Tyne, UK. Improving Schools, 8(2), 179–191. doi:10.1177/1365480205057706
  • Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. doi:10.1080/00131911.2010.488049
  • International Federation of Social Workers (IFSW). (2014). Global definition of social work. Retrieved from http://ifsw.org/policies/definition-of-social-work/
  • Ishimaru, A., Torres, K. E., Salvador, J. E., Lott, J., Cameron Williams, D. M., & Tran, C. (2016). Reinforcing deficit, journeying towards equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882. doi:10.3102/0002831216657178
  • Jagosh, J., Bush, P. L., Salsberg, J., Macaulay, A. C., Greenhalgh, T., Wong, G., … Pluye, P. (2015). A realist evaluation of community-based participatory research: Partnership synergy, trust building and related ripple effects. BMC Public Health, 15, 725. doi:10.1186/s12889-015-1949-1
  • Jaycox, L.H., Kataoka, S.H., Stein, B.D., Langley, A.K., & Wong, M. (2012). Cognitive behavioral intervention for trauma in schools. Journal of Applied School Psychology, 28(3), 239–255. doi: 10.1080/15377903.2012.695766
  • Kumar, C. (2017). School social work: An emerging area of professional social work. International Journal of Applied Research, 3(7), 1246–1248.
  • Lawson, M. A., & Alameda-Lawson, A. (2012). Case study of school-linked, collective parent engagement. American Educational Research Journal, 49(4), 651–684. doi:10.3102/0002831211427206
  • Mapp, K. L., & Kuttner, P. J. (2013). Partners education in a dual capacity-Building framework for family–School partnerships. Retrieved from https://files.eric.ed.gov/fulltext/ED593896.pdf
  • Masoga, M. A. (2005). South African research in indigenous knowledge systems and challenges for change. Indilinga, 4(1), 15–29.
  • Mohatt, N.V., Thompson, A.B., Thai, N.D., &, Tebes, J.K. (2014). Historical trauma as public narrative: A conceptual review of how history impacts present-day health. Social Science & Medicine, 106, 128–136.
  • Monroe, C. R. (2005). The cultural context of ‘disruptive behaviour’: An overview of research considerations for school educators. Improving Schools, 8(2), 153–159. doi:10.1177/1365480205057704
  • Munford, R., & Sanders, J. (2011). Embracing the diversity of practice: Indigenous knowledge and mainstream social work practice. Journal of Social Work Practice, 25(1), 63–77. doi:10.1080/02650533.2010.532867
  • Muscott, H. S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisholm, P. (2008). Creating home–school partnerships by engaging families in schoolwide positive behaviour supports. Teaching Exceptional Children, 40(6), 7. doi:10.1177/004005990804000601
  • Mwamwenda, T. (1996). Educational psychology. An African perspective (2nd ed.). Durban, South Africa: Butterworths.
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. doi:10.1177/1609406917733847
  • Oakes, J., Maier, A., & Daniel, J. (2017). Community schools: An evidence-based strategy for equitable school improvement. Boulder, CO: National Education Policy Center. Equity and Excellence in Education, 42(4), 379–394. Retrieved from http://nepc.colorado.edu/publication/equitable-community-schools of educational care
  • Peña, R. A. (2000). A study of health care assistance in a title 1 school district. Educational Administration Quarterly, 36(2), 186–215. doi:10.1177/00131610021968958
  • Redding, S., Murphy, M., & Sheley, P.(Editors) 2011. Handbook on family and community engagement. Lincoln, IL, USA: Academic Development Institute/Center on Innovation & Improvement. Retrieved from. https://www.sciencedirect.com/science/article/pii/S2352900816000029 Available at www.families-schools.org
  • Reinke, W. M., Smith, T. E., & Herman, K. C. (2019). Family-school engagement across child and adolescent development. School Psychology, 34(4), 346–349. doi:10.1037/spq0000322
  • Sheafor, B., & Horesji, C. R. (2006). Techniques and guidelines for social work practice (7th ed.). Boston, USA: Pearson.
  • Sheldon, S. B., & Epstein, J. L. (2005). School programs of family and community involvement to support children’s reading and literacy development across the grades. In J. Flood & P. Anders (Eds.), The literacy development of students in urban schools: Research and policy (pp. 107–138). Newark, DE: International Reading Association.
  • Sherman, M.C. (2016). The School Social Worker: A Marginalized Commodity within the School Ecosystem Children & Schools, 38, (3), 147–151. doi: 10.1093/cs/cdw016
  • Shokane, A. L., & Masoga, M. A. (2018). African indigenous knowledge and social work practice: Towards an Afro-sensed perspective. Southern African Journal of Social Work and Social Development, 30(1), 1–18. doi:10.25159/2415-5829/2320
  • Smith, J., Wohlstetter, P., Kuzin, C. A., & De Pedro, K. (2011). Parent involvement in urban charter schools: New strategies for increasing participation. The School Community Journal, 21(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ932201.pdf
  • Tran, Y. (2014). Addressing reciprocity between families and schools: Why these bridges are instrumental for students’ academic success. Improving Schools, 17(1), 18–29. doi:10.1177/1365480213515296
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. doi:10.1080/00131911.2013.780009
  • Yull, D., Blitz, L. V., Thompson, T., & Murray, C. (2014). Can we talk? Using community based participatory action research to build family and school partnerships with families of color. School Community Journal, 24(2), 9–31.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.