Abstract
This work shares the experiences of an ongoing collaboration between Mexican immigrant women, the authors, and the principal and the librarian at a middle school in Tucson, Arizona. The collaboration entailed the establishment of rapport through respectful interactions between mothers, school personnel and university researchers. It also required challenging otherwise slanted forms of participation as a consequence of hegemonic practices that make passive forms of participation seem otherwise “normal.” Mathematics workshops for parents, most of whom were mothers, for engaging in a two-way dialogue about mathematics became the form for moving along the collaboration continuum. In this continuum the workshops served as the forum for moving from the role of parent-as-caretaker to parent-as-intellectual and finally parent-as-teacher. In this manner we strove to define a collaborative practice with parents on a more egalitarian and informed platform.
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Civil, M., Andrade, R. (2003). Collaborative Practice with Parents. In: Peter-Koop, A., Santos-Wagner, V., Breen, C., Begg, A. (eds) Collaboration in Teacher Education. Mathematics Teacher Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1072-5_11
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DOI: https://doi.org/10.1007/978-94-017-1072-5_11
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