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Home school Community Partnership in Education or Making meaning and knowledge tangible through Community of Practice and outreach�

Home

School

Community

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What type of Community involvement is needed today?

Students’ reality

Teachers’ reality

School context

Institutional context

Parents’ reality

Covid 19 and post covid and post normal phases

Community and expectations

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Community Involvement and Parental Education

The parent is the first teacher of the child, the teacher comes next

Education does not refer to Academia…(Only)
Education as a common goal- includes formal, and non formal sectors
Womb to Tomb
BREAK the Taboo:

SDGs 4_ Quality Education
SDG_ 17: Partnership for the Goals
SDG_5: Gender Equality

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Why the need for parental education

Parenting can be challenging and ineffective if there is no proper support and coping mechanisms for the couple

Parenting implies being mentally, emotionally and financially prepared to raise a child or decide to have more children following the first born

Parenting is the ability to develop skills using proper resources and knowledge which aims at enhancing the child and family well being

Coping mechanisms

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Joyce Epstein’s approach to community involvement and education (2019) �

family as core and complementary partner in schooling

Community as stakeholder and partner in educating the child

Model includes Parenting, Communicating, volunteering, learning at home, decision making and community involvement

Includes, working mothers, fathers, single parent families, the margin

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Parental involvement (Geert Driessen, 2019)

Adopts the Epstein’s Framework and sees parenting across the 6 types of HSCP

Compares and promotes the typology of parents

Partners, participants, delegators, invisible parents (Vogels , 2002)
The Supporter, the politician, the tormentor, The abstentee, the career-maker, the super parent (Smith et al, 2007)

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Appreciative Inquiry�

David Cooperrider is one of the pioneers of Appreciative Inquiry and has written extensively on the topic. Based on his study in the 1980’s, David Cooperrider has developed a school of thought on the approach that continues to influence organisations around the world, including educational organisations. According to Cooperrider and Srivastva (1987), Appreciative Inquiry is “a way of living with, being with and directly participating in the varieties of social organization we are compelled to study” (p.12) rather than being a technique or method. Appreciative is about appreciating or giving value to a particular experience while Inquiry is about inquiring and exploring further the experience in order to influence positive change.
If you read the required article below you will see that Cooperrider believes that AI is a life centric and strength-based approach rather than problem centric approach to managing organisational change. This already implies that while using AI, we use the strengths of an organisation, the passion and a common vision rather than focusing on what does not work and then find a solution to it. The success of this approach has given way to extensive research and the fame of the approach. Today more and more organisations and leadership models use AI as a core approach.

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Principles of Appreciative inquiry	It is about
Poetic principle	Our capacity to see the situation using new perspectives
social construction principles	Reality is constructed through social interactions , to attain a common understanding
Simultaneity principle	The way we ask questions and direct our conversations orient the change we want to trigger in an organisation
Anticipation principle	The images we have in our mind orient us towards our future
positive/generative principle	Our positive thoughts and emotions enable us to free our energy and increase our capacity to collaborate and do our best
Wholeness principle	All stakeholders are important to trigger and inspire change in an organisation

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Our experience at MIE

2009_ TDP PVE pilot basis
2012- formalized a module as Elective module on HSCP partnership in PGCE programme
2015 – integrated in TDPrimary programme as a minor task
2018- model inspired and borrowed by TDP Holistic educators
2019 – conceptualized as a new written module on B.Ed Primary PT programme and offered as Elective module
2021- model inspired a main module and task in B.Ed Secondary full time programme
2022 –Workshop with University of Pretoria, South Africa and Stakeholders and Civil society at MIE

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Feedback from workshops

Need to create a collective professional network involving HSC partners

School based curriculum leadership programmes led by senior teachers and head teachers

Parental involvement in academic support through a Community of practice forum

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Working themes for HSCP projects and Parental education in MRU

Poverty

Gender-Based Violence

Child abuse and child protection

Rights to quality education

Parental involvement

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Challenges and opportunities

Invisibility of parents in academic events/affairs of the school (involvement is low)

Overwhelming presence of parents as monitors and surveillants (Thondee, 2022)

Parents as pedagogical resources: what avenues

Communication issues

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4/5D Model of AI

Define

discover

dream

design

delivery/Destiny

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Thank you

Dr Auckloo Pritee

Dr Thondee M.C

MIE

00 230 4016555

p.auckloo@mie.ac.mu

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Readings and Referencing

2014: Auckloo P (2014) Home school Community Partnership in a SEN Context: PDGISE,MIE.
2014: Auckloo P., Thondee M.C. and Bizlall V.K. (2014) Millennium Development Goals (MDGs) and pedagogies: Kites and Tales from MIE and Rodrigues. Conference Proceedings, World Congress in Education Conference, 10- 12 November 2014, London, UK
2011: Auckloo P (2011) Volunteering to combat Illiteracy: using a whole school approach. The case of the Prevocational Sector. Illettrisme a Maurice et a la Réunion : Etat des lieux et perspectives. No 38
Bryan H et al (2021) Infusing an Antiracist Framework into School-Family-Community Partnerships. American Counselling Association.
David, L, Cooperrider (2013). Organizational Generativity: The Appreciative Inquiry Summit and a Scholarship of Transformation. Advances in Appreciative Inquiry, Volume, 4, 3-67. Copyright Emerald Group Publishing Limited. ISSN: 1475-9152/doi:10.1108
Driessen, Geert. (2019). Parental Involvement, parental participation, parent-school-community partnerships. Available at https://www.researchgate.net/publication/335397199_Parental_Involvement_parental_participation_parent-school-community_partnerships/stats
Epstein, J. L., et al. (2019). School, Family, and Community Partnerships: Your Handbook for Action. Fourth edition. Thousand Oaks, CA: Corwin Press.
Epstein, J. L. (May 1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.

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References�

Auckloo, P. (2011). Volunteering to combat illiteracy: Using a whole school approach. The case of the Prevocational Sector. Illetrisme a Maurice et a la Reunion: Etat des lieux et perspectives. No. 38.
Epstein, J. L., & Sheldon, S. B. (2019). Evaluate programs of partnership: Critical considerations. In J. L. Epstein et al. School, family, and community partnerships: Your handbook for action, fourth edition. (pp. 323-359). Thousand Oaks, CA: Corwin
Epstein, J.L. (1995). School/family/community partnerships: caring for the children we share. Phi delta kappan (Bloomington, I ), vol. 76, no. 9, p. 701-12.
(Jeynes, 2007, p. 83) �(PDF) Model for Parental Involvement in Education. Available from: https://www.researchgate.net/publication/302503715_Model_for_Parental_Involvement_in_Education [accessed Oct 11 2022].
Payneeandy, S and Naeck, V. (2002) The Rehabilitation of Juvenile Offenders in Mauritius, Education Research Conference papers, University of Brighton.
S. M. Swap’s (1993) (2014) Models of Parent Involvement (found in Developing Home-
School Partnerships: From Concepts to Practice, New York: Teacher College Press). Reviewed October 2014 by
Kathleen A. Olson, Program Director — Partnering for School Success.