The accommodating group aka The A Team

Group Members

Teala (Editor Extraordinaire)
Joe (The Questioner)
Soraiya (Group Leader)
Carolyn (The Ideas woman)

There is no Plan B

Situation 1:

A boy in my class who has had behavioural problems in the past opened his lunch kit and only had in it a honey fritter and an apple. After seeing this lunch and being concerned, I asked if that was all the boy had, and it was. I then asked him what he had for breakfast ; he responded with, " a piece sod pie and a donut from Tim Hortons". Since I was concerned I discussed this situation with the teacher to see what could be done.

Stage 1: Assume neglect and conclude that he has terrible parents

Stage 2: Ask for additional support from the teacher, the principle or a social worker

Stage 3: Conclude that it is their right to eat what they want and they parent has every right to feed the child what they want to

Stage 4: Question the reasons and context

A) What kind of pie?

B) Why might he be eating unhealthy food?

C) Maybe all he will eat is junk?

D) Maybe the parent doesn't know any better?

Answering questions regarding: "Engaging Aboriginal Families to Support Student and Community Learning"

Question 1: What issues did the authors identify as a problem related to aboriginal education?

History of oppression, discrimination, and ongoing socioeconomic disadvantage

Question 2: How did they analyze this problem?

"Highlight the possibilities and some strategies for engaging some aboriginal families and communities in working collaboratively with schools to improve the educational experience and outcomes"

Question 3: What was their solution?

Drawing on a popular education framework, critical pedagogy, and a social practice theory of literacy, the authors develop insights about how strengthening family and community relations with schools can help all parties through developing practical approaches to family engagement and addressing disengagement and resistance to engagement with schools and learning.

Question 4: How did they implement their solution?

Mapping the key organizations and people in the local community and involving the stakeholders in community consultative mechanisms, such as community forums or ongoing consultative groups.

•Setting up focused learning partnerships with key local Aboriginal community organizations to support making the school curriculum more culturally and experimentally relevant, offering courses in local Aboriginal languages, and organizing projects that record Aboriginal family histories and stories.

•Working with trusted advocates drawn from the local Aboriginal community or key organizations to assist parents in their contact with a school about learning issues.

•School commitment of resources and personnel to support discussions with Aboriginal parents around learning, such as employing a dedicated parent and community liaison person for at least a 2- or 3-year period.