Document Type

Article

Journal Title

Perspectives and Provocations

Publication Date

2018

Abstract

After a long day of Professional Learning Community (PLC) meetings at the Title I elementary school, where I served as a literacy coach, I was left alone in my room with the echoes of conversations with teachers throughout the day. I was particularly unsettled this day due to the recurring comments about the kids who “can’t read,” about the families using “Obamaphones,” about the families that “don’t care” enough to send in crayons but will send in candy to decorate milk carton gingerbread houses, and about the families who lack literacy skills to help with reading and homework. As an elementary literacy coach and a former early childhood educator, I recognize that partnerships with families offered rich opportunities for mutually beneficial learning. I began to question: what was my role, as an elementary literacy coach, to guide educators into critical awareness of the cultural assumptions we make about families and students, which, as Gorski (2013) reminded us, negatively affect our abilities to scaffold students to reach their full potential?

Comments

The definite version of this article appears on the website of the Early Childhood Education Assembly at: https://www.earlychildhoodeducationassembly.com/journals.html.

Publisher Statement

The copyright for articles in ECEA Perspectives and Provocations is retained by author(s), with first use publication rights granted to ECEA Perspectives and Provocations. If articles are accepted to appear in this open access journal, articles are free to be used with proper attribution in educational and other non-commercial settings

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