索马里移民母亲的学校参与经历:对学校领导的启示

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-08-04 DOI:10.1177/0013161X211033555
Nimo M. Abdi
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引用次数: 3

摘要

目的:这项批判性现象学研究考察了索马里母亲参与英国伦敦一所城市学校的经历。具体而言,该研究探讨了索马里母亲在应对根植于学校结构和文化中的性别话语的殖民性方面的经验和反应。指导这项研究的研究问题涉及索马里母亲用来驾驭学校结构和文化的基于性别的工具,以及学校领导如何认识和利用父母的知识和为这些社区服务的方式。方法:本研究以五位索马里移民母亲的故事为基础。数据收集包括焦点小组、实地备忘录、现场观察和学校档案数据。通过整体-部分-整体的解释学解释来分析数据。研究结果:索马里母亲在索马里母性观念与西方性别观念之间进行谈判时,使用三个重要因素——身份、抵抗和传统——来应对学校性别的殖民主义。调查结果强调植根于索马里土著文化和性别角色的做法是资产。启示:本研究认为,索马里母亲的母性领导实践可以为理论、实践和政策提供信息,因为这些实践提供了一种更加集体和人性化的领导方法,其核心是与非西方母性、性别和性别动态概念相关的理想。
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Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders
Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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