In this article, I tell and unpack two narratives of my experiences with welcoming parents into schools. I explore what it means to be ‘welcoming’ and I foreground elements that appear significant in creating a sense of place and engagement for parents in their children’s schooling.
Pushor, D. (2007, Fall). Welcoming parents: Educators as guest hosts on school landscapes.* Education Canada, 47, (4), 6-11.
In this article, Clandinin, Murry Orr and I attend to complexities surrounding all phases of a narrative inquiry, a kind of inquiry that requires particular kinds of wakefulness. We outline three commonplaces and eight design elements for consideration in narrative inquiry.
Clandinin, D.J., Pushor, D. & Murray Orr, A. (2007, January/February). Navigating sites for narrative inquiry. Journal of Teacher Education, 58, (1), 21-35 Pushor, D. (2007, Fall). Welcoming parents: Educators as guest hosts on school landscapes.* Education Canada, 47, (4), 6-11.
In this article, I make apparent the scripted story of school and how, by accepting the taken-for-grantedness of their positions in this structure, educators and parents reinforce, and are constrained and shaped by, the conditions imposed upon them. I explore how we can work against these constraints by interrupting current practices of parent involvement and putting practices of parent engagement in their place.
Pushor, D. (2007, January). Parent engagement: Creating a shared world. Invited research paper posted on the Ontario Ministry of Education website.
Muhajarine, N., Horn, M., Glacken, J., Evitts, T., Pushor, D. & Keegan, B. (2007). Full-time Kindergarten in Saskatchewan, part one: An evaluation framework for Saskatchewan full-time Kingergarten programs. Research report, Community-University Institute for Social Research, Saskatoon, SK, 74 pp.
Muhajarine, N., Evitts, T., Horn, M., Glacken, J. & Pushor, D. (2007). Full-time Kindergarten in Saskatchewan, part two: An evaluation of full-time Kindergarten programs in three school divisions. Research report, Community-University Institute for Social Research, Saskatoon, SK, 110 pp.
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