San Jacinto Junior High / Overview. There are no upcoming events to display. Gulf Regional Planning Commission, the MS Gulf Coast Metropolitan Planning Organization, provides a wide variety of planning support across the Gulf Coast. Pressure ulcers (bed sores) can cause severe pain and decrease quality of life. They are common among the very ill, the elderly, and immobile or neurologically. Jacksonville Sheriff's Office is to protect the lives and property of the citizens of this community, to preserve the peace and to prevent crime and. Making Visible the Force of Theory. M. Elizabeth Graue. Associate Professor, Curriculum & Instruction. University of Wisconsin- Madison. Families send children to school, where they hope their children will become learners with the tools they need to succeed in life. Schools take children from and send them back to their families, where they assume the families will provide the support that children need to grow and learn. This circle, in which home and school share the resource of children, is one that has been the focus of development, debate, and data collection. Most educational institutions have some formal home- school group, whether it is a parent board, a PTO, a School Advisory Council, Room Parents- -all working to bridge the space between families and education. The attention to the topic is even framed legislatively with a national education goal whose focus is partnerships: . The connections are called by various names- -parent involvement, partnerships, home- school relations- -but they all represent a deeply held conviction that children will be better off if the adults in their two care settings communicate and collaborate. Both parents and educators have a large stake in children's success and the linkages promoted to facilitate it. No one would dispute that. But conceptualizing and operationalizing the connections between home and school has been done in many ways by practitioners, policymakers, and researchers who have specific ideas about the rights, roles, and responsibilities of participants in education. For some, the focus of this research is the description of programs and practices that increase the involvement of parents in school- related activities. Within this literature, links are made between practice and outcomes for various stakeholders in schooling. These works are highly pragmatic, forming programmatic alternatives to current relations between home and school. In contrast, other scholars read the interactions of parents and educators to illuminate the underlying dimensions of power and ideology. These are critiques of taken- for- granted images of relations between home and school. Rather than leading directly to policy or practice, they provide ways of problematizing the status quo that can imply new ways of thinking. How do we interpret the meanings of these models and the differences among them? One way would be to compare the elements of programs that work to increase the connections between parent and schools. This would provide information about the varied ways that schools work to involve parent- -and this has been the main focus of inquiry related to parents and education. We have a reasonably detailed description of the various strategies schools and parents use to work together to promote children's education. What has not been extensively it to explore the foundational assumptions that frame proposed parent involvement activities. These foundational assumptions are developed within systems of value in which some people have more power than others and particular goals and activities take precedence. As a result, they shape the outcomes that are the ultimate goal of efforts to strengthen home- school relations and they promote agendas that have more potential for some participants than others. These conceptualizations have implications for not only the activities undertaken but their evaluation. The way scholars choose to think about parents and education places those we write about in scripted positions that authorize some to be leaders and others followers. This scripting is not without consequence because it advances some interests while reducing attention to others. Understanding these underlying assumptions and the theories that endorse and enforce these works would be an important step in inquiry about parents and schools. It could help us know more about the relations between home and school. In addition, it could focus attention to the ways that researchers promote particular relations by the way they frame the questions they ask. These frameworks, often shown through theorization, are illustrations of models for the way the world works. From this perspective, it would be important to examine how authors have theorized the relations between home and school, focusing on how these relationships are portrayed in practice and in theory. In this paper I work to theorize theories of parents and education. As a first step I have chosen the work of four outstanding scholars who have addressed issues related to home- school relations in their research. A new analysis of school feeding programs provides data that can help governments strengthen existing programs and implement new ones The analysis provides an in. It is therefore a description of how some scholars have mapped the field. Describing their work allows us to see how rich this literature is and to explore how issues have been addressed within scholarly discussions. More importantly, I examine how authors and theories position the subject of their inquiry within domains of power and work within certain terrains of value by examining the assumptions and theories employed within this work. Theorizations prompt us to take up very particular sets of tools and they focus us on the attainment of prescribed sets of goals. And out of these tools and goals, we have access to bounded sets of knowledge. Tracing the linked nature of theory, question framing, methods, and knowledge will be a main goal of this work. This approach is valuable because theories provide situated readings of the world that include some issues and exclude others. Theoretical frameworks use the notion of a physical structure to call attention to the ways that they position and shape our readings of the world. Research traditions vary in terms of the explicitness of their frameworks and the acknowledgment of the ways that they manipulate the positions of researchers, readers, and objects of inquiry. This is particularly true in work dealing with home- school relations, which is represented by a wide array of theorists who deploy their tools in and out of view. Congregation Sha'are Shalom is a modern Conservative synagogue, blending tradition and change, providing its members with opportunities to engage with Judaism and.To do this interpretation of interpretations, I examine the work of several key researchers who have undertaken the examination of parents and their relations with schools. I explore how these writers have theorized their work and how their framing of the problem situates us within certain outcomes and implications for practice. I choose scholars that represent diverse perspectives on home- school relations to highlight the ways that theoretical frameworks locate the problem within particular dynamics and ideas about what it means to be in a relationship with the institution called school. But to do so I need tools. I therefore employ another theoretical framework to examine the theories and their use. Relationship/responsibility: Bakhtin's Answerability/addressivity. A theory that will illuminate practices and issues related to parents and schools needs to focus on the issue of relationship because that is essentially what this is all about - - relationships among individuals and institutions. Thinking about parents and school people as in relationship will leverage insight into the intricacies of the actions promoted/taken, the outcomes pursued, and the values embedded within interactions. Focusing on this relationship is important to understanding because according to Bakhtin . From this perspective, the focus of inquiry on home- school relations. Examining these relationships and how they are founded would involve exploring who has the power to dictate the nature of the relationship, how it is defined, what responsibilities are connected to defined roles, what outcomes are thought to ensue within particular relationships. Responsibility is a critical attribute when thinking about relationships, particularly one that has as its purpose the development of another - - a child. How do individuals/groups/institutions conceptualize the responsibilities that participants have for various aspects of helping children learn and development? And how does this conceptualization provide a script that plays out in interactions in the day- to- day life of school? To explore these tasks, I take up a tool developed by by M. M. Bakhtin, his notion of responsibility, or as he calls it, answerability. Answerability is one of the major concepts developed by Bakhtin in his complex career. It theorizes two aspects of lived experience important in his early work- -action and ethical participation. For Bakhtin,2. An answerable act or deed is precisely that act which is performed on the basis of an acknowledgment of my obligative (ought- to- be) uniqueness. It is this affirmation of my non- alibi in Being that constitutes the basis of my life being actually and competently given as well as its being actually and competently as something yet- to- be- achieved.(Bakhtin, 1. Answerability can be loosely translated to mean responsibility, which Bakhtin notes is a singularly individual act located within social and cultural dimensions. The answerable act is one that recognizes how ethics are situated and non- transferable- -you can't expect anyone else to do what is yours to do. This comes in part from Bakhtin's view that the ethical is not formulaic or generalizable but wholly bound to the life of individual actors. The peculiar phrasing of . Tone, intonation, and unrepeatability combine to create the . The notion of answerability is applicable to the topic of parents and education in the ways that authors posit responsibility for action. It operates at two levels: in their descriptions of home school relations and in framing of the problem as a topic for inquriy. In terms of their descriptions, answerability can frame questions such as: How do they set up the definition of the relationships between home and school? And who is responsible for actions and interactions within the interactions around education? What acts are seen as ethical and to whom must we answer for our work? In contrast, answerability is also a consideration for scholars, who by the way they theorize and develop their research, place themselves within maps for ethical action.
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