{"id":89,"date":"2014-10-23T20:58:37","date_gmt":"2014-10-24T00:58:37","guid":{"rendered":"https:\/\/familyengagement.nipissingu.ca\/?p=89"},"modified":"2019-07-22T15:23:07","modified_gmt":"2019-07-22T19:23:07","slug":"partnership-engagement-involvement-is-it-really-just-semantics","status":"publish","type":"post","link":"https:\/\/wpms.nipissingu.ca\/familyengagement\/2014\/10\/23\/partnership-engagement-involvement-is-it-really-just-semantics\/","title":{"rendered":"Partnership, Engagement, Involvement: Is It Really Just Semantics?"},"content":{"rendered":"

\"partners.jpg\"<\/a><\/p>\n

Whether we are members of the school, community, or family, the goal is always the same – for families and schools to engage with children in a meaningful partnership, regardless of the descriptive term. When defining what is understood by engagement, involvement, or partnership, there must first be “a\u00a0profound recognition that parents are the first teachers and that education begins before formal schooling and is\u00a0<\/span>deeply rooted in the values, traditions, and norms of family and culture” (Sara Lawrence-Lightfoot<\/a>). Further, both schools and families must be clear on each other’s expectations for involvement and engagement in order to avoid misperception or misunderstanding. But what does it really mean to be partners in children’s learning?<\/span><\/p>\n

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A Note to School<\/h3>\n

Parents in partnership, school involvement, parent involvement, parent engagement, family engagement, involved families, engaged families. I see all of these phrases in the letters\u00a0sent home, in the policies, on websites, and in the media. I’m confused. What are they and how do they impact what we\u00a0do with our\u00a0children?<\/p>\n

a\u00a0confused family<\/p>\n<\/blockquote>\n

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Terms and definitions that are chosen to refer to home-school relationships are closely related to the goals established by both parties, as well as families’ and schools’ respective understandings of the expected roles within the school landscape.\u00a0(See Bringing Marginalized Parents and Caregivers into their Children’s Schooling<\/a>).\u00a0Some families support the school when necessary, and take care of the out-of-school commitments (e.g., extra-curricular activities), anticipating that the school takes care of academic and school-related issues. They ensure that they send their children to school well-fed, well-rested, and well-loved; they do not view their role as being an extension of the school day, or carrying out tasks that bring them back to the school and away from their families. \u00a0Although to the school, they may appear less involved, they are fully engaged in their view – they are responsive to the needs of their children and this is what matters most.\u00a0Other families attend\u00a0School Community Council meetings and Parent Involvement Committee meetings, accepting their role as advocate, ensuring that voices are heard, both their own and those they feel may be marginalized or silenced. Some\u00a0willingly\u00a0support\u00a0fundraising initiatives, attend school community gatherings, participate in parent-teacher conferences, read the class\/school newsletters, blogs, websites. And then there are others, who\u00a0look to the school for advice on how best to support their children’s learning and well-being.<\/p>\n