Fostering collaboration, and connection through a self-study in an elementary school environment
Subject
Abstract
The purpose of this self-study is to examine and analyze my practice when considering the ability to foster a sense of belonging and collaboration in an elementary school setting. This study was supported by an in-depth literature review of research in the field and an anonymous survey. I wrote reflections based on my interactions and experiences to address concerns about family and community engagement levels. This study was rooted in the belief that there are current theories that support community engagement, but that the perspective needs to shift from being solely one party’s responsibility or another to being a collective and collaborative effort in finding the best support for students. By using the self-study methodology and reflecting on indigenous principles, this research, and its findings, make an important contribution to the field of education by bridging the gap between theory and practice, as well as addressing the barriers families may face when interacting in the school environment. This study advocates for further consideration of reflective practices and increasing the appreciation of the expertise that families, community members, and school staff can collate when meaningfully and efficiently collaborating.