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Education Sciences
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A Familycentric Approach to Schooling: What It Is, What It...
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A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 5332

Special Issue Editor

Prof. Dr. Debbie Pushor

E-Mail Website
Guest Editor
Department of Curriculum Studies, University of Saskatchewan, Saskatoon, SK S7N 0X1, Canada
Interests: familycentric schooling; parent engagement; systematic parent engagement; parent knowledge; a philosophy and pedagogy of walking alongside; a curriculum of parents

Special Issue Information

Dear Colleagues,

A “schoolcentric” (Lawson, 2003) approach characterized our educational institutions for decades. It resulted in parents being marginalized in relation to their children’s schooling, asked to serve the agenda determined by school personnel—through fundraising and volunteering, helping their children with assigned homework, and ensuring their children came to school ready and able to learn. Arising out of 50 years of research in the field, a shift to a “familycentric” (Pushor, 2015) approach is taking hold in a number of schools and communities across the globe. In this Special Issue, we foreground work being carried out across the educational sector that aims to engage parents in authentic and meaningful ways, using their “parent knowledge” (Pushor, 2015), and giving them place and voice in the development of policies, programs, and practices affecting their children and families. Within the aim and scope of this Special Issue, we are seeking papers that are demonstrative of “familycentric” policies and practices currently being conceptualized, developed, lived in practice, and/or researched. We will feature a peer-reviewed assemblage of papers that achieve the following:

  • Reflect a diversity of experiences and disparate backgrounds;
  • Are contextual but with relevance to a broader context;
  • Extend theoretical understandings;
  • Propose new directions for policy, practice, and research;
  • Translate policy into lived action;
  • Reflect sound and current research;
  • Are representative of all levels of schooling, from early years through post-secondary, and a wide range of stakeholders across, and in relationship with, the education sector.

Our intent with this Special Issue is to provide the field with ideas that will move us into new possibilities and will help us re-imagine schools in ways that give place and voice to all parents and families, and that are equally honoring and reflective of parent knowledge and teacher knowledge.

Prof. Dr. Debbie Pushor
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • parent engagement
  • parent knowledge
  • familycentric schooling
  • a curriculum of parents

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (9 papers)

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Research

28 pages, 287 KiB  
Article
Promoting Family Science Conversations in the LaCuKnoS Project
by Cory Buxton, Diana Crespo Camacho and Barbara Ettenauer
Educ. Sci. 2025, 15(7), 829; https://doi.org/10.3390/educsci15070829 - 1 Jul 2025
Abstract
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and [...] Read more.
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and co-teachers through family learning experiences. We describe our work to promote more robust family conversations about science in our lives within an existing research practice partnership, using a two-tiered qualitative conversational analysis to compare the family conversations that result from three family engagement models: (a) family science festivals; (b) family science workshops; and (c) family science home learning. More specifically, this paper addresses the question: How do families describe and evaluate science in their lives and communities during family conversations that occur during each of these three engagement models? Discourse analysis using the appraisal dimension of systemic functional linguistics highlights the affective components of families evaluating science in their lives, as well as how each model provided unique affordances for different communicative goals. These findings are used to propose a set of design principles to guide the continued exploration of community-sustaining and family-centric models of family engagement as a key strategy for broadening science participation. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
20 pages, 323 KiB  
Article
The Emotional Work of Heritage Language Maintenance: Insights from a Longitudinal Study of Chinese–Canadian Bilingual Parenting
by Guofang Li and Zhen Lin
Educ. Sci. 2025, 15(7), 816; https://doi.org/10.3390/educsci15070816 - 26 Jun 2025
Viewed by 205
Abstract
Drawing on data from a three-year longitudinal study of 56 Chinese–Canadian families with early elementary school-aged children, this study explores Chinese immigrant parents’ lived-through emotional experiences of heritage language maintenance (HLM). Informed by Vygotsky’s concept of perezhivanie, thematic analysis of annual interview data [...] Read more.
Drawing on data from a three-year longitudinal study of 56 Chinese–Canadian families with early elementary school-aged children, this study explores Chinese immigrant parents’ lived-through emotional experiences of heritage language maintenance (HLM). Informed by Vygotsky’s concept of perezhivanie, thematic analysis of annual interview data reveals the mixed and refracted nature of parental emotions involved in Chinese language preservation and bilingual child-rearing. These emotional experiences were profoundly shaped by the intersection of environmental, personal, and situational factors and were deeply entangled with parents’ perceptions of and attitudes toward their children’s heritage language learning and use at home. The emotional work involved significantly influenced the parents’ language and literacy planning and HLM practices. By foregrounding the emotional dimensions of heritage language education, this study offers important implications for educational stakeholders seeking to support immigrant parents both emotionally and practically in raising bilingual children in the host country. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
22 pages, 443 KiB  
Article
Real Talk: Designing Practice-Based Teacher Education for Family Communication
by Lightning Peter Jay and Naorah Rimkunas
Educ. Sci. 2025, 15(7), 814; https://doi.org/10.3390/educsci15070814 - 26 Jun 2025
Viewed by 199
Abstract
Communication between families and schools is foundational for students’ academic success, community support for schools, and teachers’ experience. Yet, few preservice teacher education programs teach novices how to engage in equitable and effective collaborations with families. This manuscript reports on a pilot study [...] Read more.
Communication between families and schools is foundational for students’ academic success, community support for schools, and teachers’ experience. Yet, few preservice teacher education programs teach novices how to engage in equitable and effective collaborations with families. This manuscript reports on a pilot study in which preservice teachers traveled to a local community school and role-played academic conversations with adults whose children were enrolled in the school. The analysis of the transcripts of the role plays, a debrief panel by family participants, and written reflections of eight participating preservice teachers and six family participants used codes derived from the Dual Capacity-Building Framework for Family-School Partnerships. The findings show that both groups of participants found opportunities for thoughtful engagement. In the role plays, preservice teachers were most likely to demonstrate cognition by thinking flexibly about how to accommodate family and student needs. Family participants were most likely to demonstrate confidence by displaying their expertise and coaching the teachers. Activities like this may be useful sites for teachers and community members to practice effective collaboration skills. More broadly, the results may point toward an underutilized capacity within preservice teacher education to support family- and community-oriented schooling. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
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16 pages, 289 KiB  
Article
Parent Involvement Through a Practice Theory Lens
by Janet Goodall
Educ. Sci. 2025, 15(7), 793; https://doi.org/10.3390/educsci15070793 - 20 Jun 2025
Viewed by 229
Abstract
This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at [...] Read more.
This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at parental engagement by Spear et al. in relation to children in designated special schools. In this paper, we expand on their previous work, widening the application of practice theory to interactions between all parents and school staff. This paper examines the concepts of parental involvement and engagement, and of practice theory itself. It highlights the importance of school culture related to the interactions between school staff and parents, and then concentrates on the two main themes arising from practice theory: actions create society, and those actions then create the architectures in which actions take place. This highlights the possibilities of change. The final section of this paper sets out the parameters schools can use to scaffold these processes of change, suggesting that the two groups (parents and staff) be considered instead as members of one group, ‘adults supporting learning’. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
15 pages, 211 KiB  
Article
“We Are Bridges”: Bilingual Latina Teachers as Cultural Mediators in Family–School Partnerships
by Emma Chen
Educ. Sci. 2025, 15(6), 717; https://doi.org/10.3390/educsci15060717 - 8 Jun 2025
Viewed by 342
Abstract
This paper explores the critical role of bilingual Latina educators as cultural mediators in fostering inclusive and effective parent engagement within schools. It calls for a shift from traditional, deficit-oriented approaches to parent engagement towards a strengths-based model that recognizes the valuable knowledge [...] Read more.
This paper explores the critical role of bilingual Latina educators as cultural mediators in fostering inclusive and effective parent engagement within schools. It calls for a shift from traditional, deficit-oriented approaches to parent engagement towards a strengths-based model that recognizes the valuable knowledge and contributions of families and for the incorporation of parent engagement courses in teacher education to better prepare educators for this critical work. Drawing from teacher reflections, this paper examines the unique ways in which these educators navigate cultural, linguistic, and systemic barriers to create spaces where Latinx families feel seen, heard, and valued. This paper highlights four key themes: (1) the role of bilingual educators as cultural and linguistic translators, (2) the challenge of reframing the deficit-based perspectives of Latinx families, (3) the importance of relationship-building through home visits, and (4) the emotional labor involved in advocating for marginalized families. Through these reflections, this paper advocates for systemic changes, emphasizing the need for formal institutional support for bilingual educators. It concludes by urging schools to adopt flexible, culturally responsive strategies that build long-term partnerships between educators and families. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
30 pages, 415 KiB  
Article
Beyond School Newsletters and Memos: Family Engagement in Planning, Developing, and Delivering an Innovative STEM Program
by Catherine Hands, Elizabeth Kurucz, Emily Krysten Spencer-Mueller, Nadine Gudz and Karin Archer
Educ. Sci. 2025, 15(6), 665; https://doi.org/10.3390/educsci15060665 - 28 May 2025
Viewed by 358
Abstract
International and Canadian policy recommendations underscore the urgent need for more STEM graduates and systemic educational reform, particularly in fostering global competencies. This study examines the collaborative development of an innovative high school STEM program aligned with the United Nations’ Sustainable Development Goals, [...] Read more.
International and Canadian policy recommendations underscore the urgent need for more STEM graduates and systemic educational reform, particularly in fostering global competencies. This study examines the collaborative development of an innovative high school STEM program aligned with the United Nations’ Sustainable Development Goals, focusing specifically on family involvement. We ask, “How are families contributing to the co-design and revision of an innovative STEM program in a southern Ontario secondary school”? Grounded in human-centered design and developmental evaluation (DE), the study uses a mixed-methods annual survey administered to parents from 2021 to 2024. A total of 143 parents shared their perspectives on the program’s strengths, challenges, student engagement, global competency development, and future readiness. Findings reveal that families played a key role in shaping a student-led, project-based STEM program grounded in real-world issues. While parents expressed overall satisfaction, they also identified challenges such as limited collaboration, communication gaps, insufficient community engagement, and concerns about academic rigor. Recommendations include enhanced communication strategies, a dedicated site coordinator, more classroom support, and ongoing curriculum review. The paper highlights the value of a design lab approach in deepening parent engagement and continuously evolving STEM education in response to community needs. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
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15 pages, 272 KiB  
Article
Familycentric School Leadership in Inner-City Schools in Saskatchewan
by Mickey Jutras
Educ. Sci. 2025, 15(5), 579; https://doi.org/10.3390/educsci15050579 - 7 May 2025
Viewed by 381
Abstract
This article presents the findings of a study that examined school-based leadership in a Saskatchewan inner-city elementary school with a high Indigenous student population. In this qualitative study, the researcher utilized the conversational method. Indigenous community members and school staff were invited to [...] Read more.
This article presents the findings of a study that examined school-based leadership in a Saskatchewan inner-city elementary school with a high Indigenous student population. In this qualitative study, the researcher utilized the conversational method. Indigenous community members and school staff were invited to share their perspectives on school leadership and the role school-based leaders play in improving the experiences of Indigenous students and families. The findings revealed that multiple barriers hinder family engagement. However, school-based leaders can take specific actions to help overcome these barriers. Promising leadership actions include maintaining a clear focus, leading by example, dedicating time for home visits, challenging biases, developing a broader school leadership team, and being invitational. The paper concludes that school-based leaders’ actions can shift inner-city schools to be more familycentric. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
20 pages, 1084 KiB  
Article
Parents as Allies: Innovative Strategies for (Re)imagining Family, School, and Community Partnerships
by Emily Markovich Morris and Yu-Ling Cheng
Educ. Sci. 2025, 15(5), 533; https://doi.org/10.3390/educsci15050533 - 25 Apr 2025
Viewed by 726
Abstract
Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. [...] Read more.
Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. The Parents as Allies Partnership, a collective of community, education, and research institutions, emerged out of this study and has led the co-creation of a human-centered design process with school teams on how to radically reimagine and support family, school, and community collaboration in southwestern Pennsylvania. Through the human-centered design process, teams of families, teachers, staff, and school leaders develop innovative solutions together to address pressing needs they identify in their communities. This article details this community-building process alongside case studies of three schools and how they have used the research to launch deeper and more inclusive and equitable familycentric partnership practices. This study challenges educators, researchers, and parent organizations to think differently about family, school, and community engagement and provides an evidence-based process to apply in their own contexts. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
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23 pages, 490 KiB  
Article
Engaging Parents and Their Fifth- and Sixth-Grade Latina Daughters in a Family Science Program
by Katherine Short-Meyerson, Margarita Jiménez-Silva and Peter Rillero
Educ. Sci. 2025, 15(4), 512; https://doi.org/10.3390/educsci15040512 - 20 Apr 2025
Viewed by 2109
Abstract
This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ [...] Read more.
This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ participation in science experiences together. The 41 families participated in a 7-week Saturday program on either rocketry or gardening. Each week, the parent–daughter dyads engaged in hands-on Family Problem-Based Learning activities together and then the parents and daughters met separately in Conversation Groups. To measure the impact of the program, surveys were administered to the parents and daughters separately at four points: pre-, mid-, post- and delayed-post (three months after the program). Parents reported increases over time for several aspects of their support for their daughters in science and also increases in frequency of science experiences with their daughters. The daughters reported increases over time in their science identity and their discussions with their parents about jobs in science. In addition, the examination of video-recordings of a subset of the parent–daughter interactions during the activities revealed that parental and daughter behaviors evolved over the course of the program. Implications for engaging parents in science education are discussed. Full article
(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)
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