Familismo and Nontraditional Educational Possibilities in Third Space

Authors

Kathy Bussert-Webb, The University of Texas Rio Grande Valley
Karin A. Lewis, The University of Texas Rio Grande ValleyFollow

Document Type

Book Chapter

Publication Date

2021

Abstract

The authors explore children's and mothers' perceptions and experiences regarding school and an after-school tutorial agency. The latter serves a South Texas colonia, an unincorporated Southwestern settlement lacking basic services. They asked, “What are participants' perceptions and experiences regarding this agency and school?” Latinx participants, who spoke Spanish as a mother tongue, included 19 children, their eight mothers, two agency staff, and 15 teacher candidates (TCs). TCs were Bussert-Webb's university students who tutored the children and used iPads for multimodal, multilingual experiences. Using Third Space and social justice frameworks and qualitative analysis, these themes emerged: power, engagement, and diversity; participants described traditional educational experiences at school and nontraditional ones at the agency. Implications connect to hybridity and power redistributions in and out of schools to affirm and extend the languages, cultures, and modalities of nondominant children and families.

Comments

Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

Recommended Citation

Bussert-Webb, K. & Lewis, K. (2021). Familismo and Nontraditional Educational Possibilities in Third Space. In J. Keengwe (Ed.), Handbook of Research on Innovations in Non-Traditional Educational Practices (pp. 197-222). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-4360-3.ch010

First Page

197

Last Page

222

Publication Title

Handbook of Research on Innovations in Non-Traditional Educational Practices

DOI

10.4018/978-1-7998-4360-3.ch010