Document Type

Article

Publication Date

2017

Keywords

critical counter-narratives, immigrant parents, immigrant students, social contexts of education

Abstract

This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study.

Publication Title

Journal of Latinos and Education

Volume

16

Issue

3

First Page

243

Last Page

262

DOI

https://doi.org/10.1080/15348431.2016.1229618

Required Publisher's Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Latinos and Education on 16 Dec 2016, available online: http://www.tandfonline.com/10.1080/15348431.2016.1229618

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Language

English

Format

application/pdf

Included in

Education Commons

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