Recognizes the cultural and educational constraints teachers may face when partnering with Latino families and look to move from deficit perception views that define parent involvement as inadequate, non-existent, or lacking and in need of change.
Published in Chapter:
Disruption Through Concientización: Using a Three-Tier Approach to Family Engagement Through a VERDAD Framework
Katherine Espinoza (Texas A&M University at San Antonio, USA), Margarita Machado-Casas (San Diego State University, USA), and Alpha Martinez-Suarez (University of Texas, USA)
Copyright: © 2021
|Pages: 18
DOI: 10.4018/978-1-7998-4712-0.ch004
Abstract
Disruption through Concientización introduces a framework for Latinx family engagement, VERDAD: (1) Valor, (2) Engagement, (3) Respeto, (4) Disruption, (5) Action, and (6) Deber. The VERDAD lens provides a transformative way for examining and understanding the experiences of trauma and healing for Latinx families in schools. Disruption through Concientización draws on the previous work of pedagogy of the puppet, which exposed the deficit ways Latino and refugee families have been positioned in marginalized ways regarding their engagement in schools. Drawing on ethnographic methods, the authors unpack the disconnect these families experience in schools by reflecting on 1) Concientización and the colonization of families in schools, 2) humanizing and validating trauma, and 3) by being spirit warriors Saliendo de la invisibilidad. Their experiences reveal the VERDAD that occurs in the lives of Latinx families in schools.