Lifeways teacher-parents achieving curricular solidarity
Abstract
As COVID-19 ravaged education, countless educators shifted their traditional curriculum to remote learning. Teachers-parents—those educators partake in remote learning alongside their offspring at home, found themselves transcending transcultural spaces. The purpose of this paper was to ethnographically research lifeways of Stillwater Middle School teacher-parents in “transcultural spaces” (Moll, 2017), through solidarity in the continuum of “borders and boundaries” (Erickson, 2011). In this qualitative study, data was collected using virtual classroom observations and individual interviews via Zoom and Meet videoconferencing. Repeated instances of what we themed “solidarity” emerged through empathetic flexibility and the ability to adapt to new technologies. Google cites solidarity as the mutual support within a group with a common interest. Our notions of solidarity and transculturality aligned to Orellana’s (2017) constructs of individuals straddling transculturally blurred borders and boundaries together. Findings from this study highlight the complexities of pandemic curricular paradigm shift undergone by teacher-parents during pandemic. The implications of this study suggest that teacher-parents from Stillwater MS may not be alone in achieving curricular solidarity.
Presentation Description
Unavailable
Location
Stream C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Puente, Simon and Jalomo, Martin, "Lifeways teacher-parents achieving curricular solidarity" (2021). Curriculum Studies Summer Collaborative. 55.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/55
Lifeways teacher-parents achieving curricular solidarity
Stream C
As COVID-19 ravaged education, countless educators shifted their traditional curriculum to remote learning. Teachers-parents—those educators partake in remote learning alongside their offspring at home, found themselves transcending transcultural spaces. The purpose of this paper was to ethnographically research lifeways of Stillwater Middle School teacher-parents in “transcultural spaces” (Moll, 2017), through solidarity in the continuum of “borders and boundaries” (Erickson, 2011). In this qualitative study, data was collected using virtual classroom observations and individual interviews via Zoom and Meet videoconferencing. Repeated instances of what we themed “solidarity” emerged through empathetic flexibility and the ability to adapt to new technologies. Google cites solidarity as the mutual support within a group with a common interest. Our notions of solidarity and transculturality aligned to Orellana’s (2017) constructs of individuals straddling transculturally blurred borders and boundaries together. Findings from this study highlight the complexities of pandemic curricular paradigm shift undergone by teacher-parents during pandemic. The implications of this study suggest that teacher-parents from Stillwater MS may not be alone in achieving curricular solidarity.
