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Ethnographic case studies support an analysis of emergent themes, showing that community of practice structures parent relationships, with parental involvement shaped by community history and participant identities. Findings also suggest culturally relevant pedagogy enables egalitarian dialogue among parents and children.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study aim to address in mathematics education?","Question",{"text":62,"@type":63},"It focuses on recognizing and including disenfranchised students in mathematics education while incorporating the voices of their communities.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study use boundary practices?",{"text":67,"@type":63},"It uses boundary practices to analyze moments when parents are included or excluded through the ways classroom mathematics learning connects or disconnects adults as resources for culturally responsive pedagogy.",{"name":69,"@type":60,"acceptedAnswer":70},"What factors influence parental involvement in the findings?",{"text":71,"@type":63},"Parental involvement is distributed and shaped by the nature and history of the community of practice, as well as by the participants’ 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responsive pedagogy  \nBeatriz Quintos  \nThe University of Arizona  \nTucson, Arizona, USA  \n\u003C[bquintos@email.arizona.edu](bquintos@email.arizona.edu)>  \nMarta Civil  \nThe University of Arizona  \nTucson, Arizona, USA  \n\u003C[civil@math.arizona.edu](civil@math.arizona.edu)>  \nAbstract  \nThis study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or exclude, adults as a resource for a culturally responsive pedagogy. Case studies developed through ethnographic methods of data collection allow an in-depth analysis and exploration of emergent themes. Our data suggest that the nature of the community of practice plays a critical role in establishing relationships with parents. Parental involvement is distributed and influenced by the nature and history of the community, as well as by the identities of the participants. Finally, our data indicate that a culturally relevant pedagogy facilitates an egalitarian dialogue with parents and between parents and children.  \nKey words: parental involvement, culturally responsive education, communities of practice.  \nIntroduction  \nMany minoritized students in the United States of America experience mathematics as a curricular gatekeeper and an irrelevant subject (Apple, 1992; Gutstein, 2003; Stinson, 2004) . Furthermore, mathematics education is portrayed only as a product to address unemployment and to serve economic goals which support a market-driven economy (Moses & Cobb, 2001) . This perspective ignores the possibility of transforming current unequal power structures as well as the goal of education to endorse human dignity (Olivares Alonso, 2006) . These contradictions have critical implications that need to be addressed in order to improve the educational opportunities for minoritized communities, in particular, in our context of a predominantly low income Mexican American community in the Southwest United States of America.  \nAn inclusive model of parental engagement is central to a culturally responsive mathematics education (Gay, 2000; Ladson-Billings, 1995) . In the last decades, research, policies, and pedagogical models have announced the benefits of parental participation. Dominant views, however, often leave involvement or empowerment undefined (Lankshear, Gee, Knobel, & Searle, 1997; Vincent, 1996) . This vagueness in the rhetoric of parental involvement tunes into a deficit view of low-income and ethnic- and language-minoritized communities. A deficit-driven model claims educational problems lie in inadequate socialization within families (Taylor, 1997) . In addition, this perspective often narrows the definition of parental involvement. It fails to consider the diversity of the funds of knowledge of  \nstudents and their communities as well as the institutional role in perpetuating unequal opportunities.  \nA socio-historical view considers parental engagement to be a situated and dynamic activity system (Calabrese Barton, Drake, Perez, St. Louis, & George, 2004; Civil, 2007; Civil, Bratton, & Quintos, 2005) . One of its main tenets is that the model of participation needs to be culturally responsive and consider the political and historical contexts that mediate power relations. This research study forwards this perspective through the analysis of the interaction of parents in their children’s mathematics education and the school system using the framework of communities of practice (Wenger, 1998). In particular, we use the concept of boundary practices to address the particular moments of inclusion or exclusion of parents. This discussion describes multiple ways in which the mathematics learning practices in ","cbCaicMiW7j7e3D2","https://ap.wps.com/l/cbCaicMiW7j7e3D2","pdf",289263,13,"English","# Abstract\n# Introduction\n# Theoretical framework","[{\"question\":\"What does the study aim to address in mathematics education?\",\"answer\":\"It focuses on recognizing and including disenfranchised students in mathematics education while incorporating the voices of their communities.\"},{\"question\":\"How does the study use boundary practices?\",\"answer\":\"It uses boundary practices to analyze moments when parents are included or excluded through the ways classroom mathematics learning connects or disconnects adults as resources for culturally responsive pedagogy.\"},{\"question\":\"What factors influence parental involvement in the findings?\",\"answer\":\"Parental involvement is distributed and shaped by the nature and history of the community of practice, as well as by the participants’ identities.\"}]","Parental engagement in a classroom community of practice: boundary practices as part of a culturally responsive pedagogy | PDF",1792065573,33]