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![Page 1: Fanau Engagement: Understanding the effects of digital ... · PDF fileFanau Engagement: Understanding the effects of digital learning and home school partnership OCIES 43RD International](https://reader031.fdocuments.in/reader031/viewer/2022030420/5aa7a78c7f8b9ac5648c6b5b/html5/thumbnails/1.jpg)
Fanau Engagement: Understanding the effects of digital learning and home
school partnership
OCIES 43RD International Conference 3 - 6 November, 2015
University of South Pacific – Emalus Campus Port Vila, Vanuatu
v Maria Meredith
v PhD Candidate v University of Auckland, New Zealand v Faculty of Education and Social Work v School of Curriculum and Pedagogy v [email protected]
Maria Meredith University of Auckland
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Aim of study
v Describe parents engagement online/offline at home, in schools and community
v Identify family digital literacy practices v Identify other sites of family learning v Identify cultural models v Describe academic socialisation in the real
and virtual world
Maria Meredith University of Auckland
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Background to study
v Explore digital schooling innovation in a low socioeconomic school community in New Zealand
Maria Meredith University of Auckland
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Research v Digital Learning Initiatives
(Jewitt & Parashat, 2011; Broadbent & Papadopoulos, 2013; Rivera, 2014)
v Digital Access and Use (Norris, 2001; Davies & Jewitt, 2011; Jewitt & Parashat, 2011; Vuorikari, et
al, 2011; Coster, 2012)
v Parental Involvement (Hoover-Dempsey & Sandler, 1998; Desforges & Abouchard, 2003;
Lee, 2008; Hollingsworth, et al, 2011; Istead & Shapiro, 2014)
Maria Meredith University of Auckland
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The Community v 15,966 residents living in Glen Innes, Point England & Panmure v The area is rated a Decile 10 (lowest) on the NZ Deprivation Index v There are 3699 families v It has a youthful population v Ethnic groups include: European, Pacific, Maori, Asian & Other v A high percentage of Pacific Peoples’ 45.5%; A large Māori population 22.4% v 36.1% of families in Tāmaki are headed by single parents v Income threshold is lower in Tāmaki compared to rest of Auckland -53.9% of people aged 15 years & over earn less than $20K per year (NZ 38.3%) -15.8% of people aged 15 years & over earn over $50K per year (NZ 26.7%) v 21.1% of people receive some type of welfare benefit v Unemployment rate for those 15 years & over is high at 17.0% (NZ 7.1%) v 65% of dwellings are state owned; 35% are private dwellings or held in a family
trust
Source: (Tamaki Redevelopment Company, 2013; NZ Census, 2013)
Maria Meredith University of Auckland
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School communities v Tāmaki schools perform well below the national
average at primary and secondary level v 10 out of the 13 schools in Tāmaki are rated Decile 1
or 2 (ratings 1 & 2 are the lowest) v 31.8% of people aged 15 years & over have no
formal qualification v 13.5% have a bachelor’s degree or higher
Source: (Tamaki Redevelopment Company, 2013; NZ Census, 2013)
Maria Meredith University of Auckland
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Research question
How do parents in a digital learning environment engage in literacy at home, school and community to support their own learning as well as their children’s
education?
Sub questions: v What are the emerging patterns of digital learning for parents and their
fanau? v What conditions operate to support fanau engagement in digital
learning and other learning activities? v What conditions operate that may prevent fanau engagement in digital
learning and other learning activities? v What do parents believe schools should be doing to support fanau and
their children’s learning? v What conditions support or constrain parental involvement in schools?
Maria Meredith University of Auckland
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Definition of terms • Fanau = Family • Involvement > Participation • Engagement > Partnership • Fanau Engagement = Empowerment
Maria Meredith University of Auckland
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Methodology
v Qualitative (Miles & Huberman, 1994), ethnographic in-depth case studies of eight Pacific parents
v Talanoa (Thaman, 1997; Johansson Fua, 2014).
v Semi-structured interviews: 2015 & 2016 v Use of emails, texts, blogs, phone calls -
between interviews
Maria Meredith University of Auckland
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Participants Age Gender Ethnicity NZ
Born Pacific Born
Occupation No. of children
Digital experience
Parent training
No parent training
School involvement
Access to school/ Child’s site
30s Female Samoan ü Mother 6 1990s ü ü ü
40s Female Samoan ü Teacher/ Manager
4 1990s ü ü ü
40s Female Samoan ü Mother/Student 3 1990s ü ü ü
50s Female Samoan ü IT Programmer 4 1990s ü ü ü
30s Female Tongan ü Mother/Student 6 1990s ü ü ü
30s Female Tongan ü Mother 2 Recent ü ü
40s Male Tongan ü Case Manager 6 1990s ü ü
40s Female Cook Islander
ü Mother/Student 2 1990s ü ü ü
7=female 1=male
4=Samoans
3=Tongans
1=Cook Islander
5=NZ
Born
3= Pacific Born
7=mothers & 1=father
3=studying
3=employed
2=at home
33= children
2=did parent training
6=no parent training
8=involved with child’s
school
6=access school/
Child’s site
Maria Meredith University of Auckland
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Significance of study
• Low-income family learning practices • Best practices in digital literacies • Parental engagement at home with
child / family • Parental engagement in schools • Parental engagement with learning in the
community
Maria Meredith University of Auckland
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Fanau Learning
(Bourdieu & Passeron, 1979; Epstein, 1996; Epstein & Sanders, 2002; Fantuzz, McWayne, Perry & Childs, 2004; Crozier & Reay, 2005; Hill & Taylor, 2010; Ferlazzo, 2011; Zedan, 2011; Riveria, 2014; Suizzo, Pahlke, Chen &
Romero, 2014; Jesson & Meredith, 2014a)
Fanau Engagement Hypothesis Parents / fanau
stories
Maria Meredith University of Auckland
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Digital Learning
Fanau Learning
(Bourdieu & Passeron, 1979; Epstein, 1996; Epstein & Sanders, 2002; Fantuzz, McWayne, Perry & Childs, 2004; Crozier & Reay, 2005; Hill & Taylor, 2010; Ferlazzo, 2011; Zedan, 2011; Riveria, 2014; Suizzo, Pahlke, Chen &
Romero, 2014; Jesson & Meredith, 2014a)
Fanau Engagement Hypothesis Parents / fanau
stories
Maria Meredith University of Auckland
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Digital Learning
Other sites of learning
Fanau Learning
(Bourdieu & Passeron, 1979; Epstein, 1996; Epstein & Sanders, 2002; Fantuzz, McWayne, Perry & Childs, 2004; Crozier & Reay, 2005; Hill & Taylor, 2010; Ferlazzo, 2011; Zedan, 2011; Riveria, 2014; Suizzo, Pahlke, Chen &
Romero, 2014; Jesson & Meredith, 2014a)
Fanau Engagement Hypothesis Parents / fanau
stories
Maria Meredith University of Auckland
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Digital Learning
Other sites of learning
Aspirations
Fanau Learning
Practices
Values Beliefs
Parents / fanau stories
(Bourdieu & Passeron, 1979; Epstein, 1996; Epstein & Sanders, 2002; Fantuzz, McWayne, Perry & Childs, 2004; Crozier & Reay, 2005; Hill & Taylor, 2010; Ferlazzo, 2011; Zedan, 2011; Riveria, 2014; Suizzo, Pahlke, Chen &
Romero, 2014; Jesson & Meredith, 2014a)
Fanau Engagement Hypothesis
Maria Meredith University of Auckland
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Emerging Themes v Cultural identity and language v Family learning v Relationships v Communication v Academic socialisation
Maria Meredith University of Auckland
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THANK YOU!
Fanau Engagement: Understanding the effects of digital learning and home school partnership v Maria Meredith v PhD Candidate v University of Auckland, New Zealand v Faculty of Education and Social Work v School of Curriculum and Pedagogy v [email protected]
Maria Meredith
University of Auckland 17