ABSTRACT
In this chapter we argue that a fundamental component for establishing a culturally responsive education is a dialogue that breaks down the hierarchical and hegemonic practices that oft en characterize parental involvement in U.S. schools, particularly in low income, minoritized communities. Our position is that all learning is embedded within a specifi c community and is therefore socially mediated (Darder, 1991; Vygotsky, 1978). Mathematics learning is no exception. Th us the teaching of mathematics should include elements of the learners’ culture such as language, values, beliefs, practices, traditions, and history. One way to access these community resources is through conversations with students’ parents or caretakers. In this chapter we present our analysis from conversations regarding mathematics education with a group of mothers of school-age children and discuss the implications of our fi ndings. We fi rst give a brief description of the parental engagement project in which our research took place. We then give an overview of the literature on parental involvement that informs our work. In particular, we draw on the research in this area that critically examines issues of power and perceptions of parents (especially minoritized and working-class parents; Delgado-Gaitan, 2001; Henry, 1996; Horvat, Weininger, & Lareau, 2003; Pérez, Drake, & Calabrese Barton, 2005; Reay, 1998). Th e rest of the chapter focuses primarily on three mothers’ perceptions of, and expectations for, the teaching and learning of mathematics. Although our focus is on these three mothers, we also introduce comments from other mothers to further support the complex processes at play, since some of the issues expressed were common to many parents.1
