Exploring Parent-Teacher Partnerships as Border Pedagogy: Supporting Emergent Bilingual Student Learning

Authors

Sandra Mercuri, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

3-30-2016

Abstract

Developed by a bilingual teacher educator in the U.S. working with in-service teachers serving predominantly bilingual students from U.S. and Mexico, this study is uniquely positioned to use innovative research in bilingual teacher education for empowering teachers to develop culturally and linguistically responsive border pedagogies. Specifically, this study explores parent-teacher partnerships as border pedagogy that supports emergent bilingual student teaching and learning. Aimed at disrupting traditional modes of research and practice grounded in monolingualism, this qualitative critical study uses the concept of border pedagogy as a theoretical framework to explore how 16 bilingual in-service teachers enrolled in a master’s program engaged in parent-teacher partnerships that supported bilingual and bicultural teaching and learning at the U.S.-Mexico border.

Comments

Authors retain copyright and grant the journal right of first publication, with the work one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal

Recommended Citation

Mercuri, S. (2016). Exploring parent-teacher partnerships as border pedagogy: Supporting emergent bilingual student learning. Journal of Family Diversity in Education, 2(1), 52-69.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

Journal of Family Diversity in Education