Although many have documented the high value Latino families place on education, prevalent discourses nonetheless characterize Latino immigrant parents as not caring about their children's education. This paper describes the practice-based components of a participatory action research project in which we created a collaborative film, intended for use in teacher professional development, which counters these discourses. In the film, Mexican immigrant parents in one New Latino Diaspora community discuss their experiences with schools. Parents' stories give teachers an opportunity to re-think their relationships with and impressions of Mexican immigrant families.
All Science Journal Classification (ASJC) codes
- Social Sciences (miscellaneous)