Two of the main theoretical frameworks useful for understanding the the interconnected roles of families, schools, and communities in child development are the Ecological Systems, introduced by Urie Bronfenbrenner (1979), which describes how the environment affects individual development through a series of interconnected micro and macro systems and the Social Capital theory, introduced by Lyda Judson Hanifan (1916, 1920) and subsequently developed by Jane Jacobs (1961), Gary Becker (1964) and Pierre Bourdieu (1980), that emphasizes the value of social networks and relationships in achieving collective and individual benefits and how, in educational settings, strong social capital can lead to improved information flow, support systems, and shared norms, concurring to student success. This contribution aims to delve the theoretical foundations that underpin effective family-school community collaborations (Yamauchi et al., 2017), examining the ways in which the integration of Ecological System theory and Social Capital theory can support educators and policy makers to develop strategies that promote collaborative partnerships (Epstein, 2011). The discussion emphasizes the significance of the following key components: • Trust-Building: Establishing mutual trust among families, schools, and communities is foundational. Regular communication, transparency, and honoring for mutual commitments are essential practices to this end (Bryk & Schneider, 2003). • Shared Responsibilities: Recognizing that education is a collective endeavor encourages shared decision-making and accountability. This approach leverages different perspectives and resources (Epstein & Sanders, 2006). • Culturally Responsive Practices: Acknowledging and valifying the cultural backgrounds of students and their families promotes inclusiveness, participation and commitment for everyone. Tailoring educational practices to reflect cultural diversity enhances relevance and connection (Gay, 2010).
The family-school connection: theoretical frameworks for collaborative educational partnerships
Daniele NICOLELLA
2025
Abstract
Two of the main theoretical frameworks useful for understanding the the interconnected roles of families, schools, and communities in child development are the Ecological Systems, introduced by Urie Bronfenbrenner (1979), which describes how the environment affects individual development through a series of interconnected micro and macro systems and the Social Capital theory, introduced by Lyda Judson Hanifan (1916, 1920) and subsequently developed by Jane Jacobs (1961), Gary Becker (1964) and Pierre Bourdieu (1980), that emphasizes the value of social networks and relationships in achieving collective and individual benefits and how, in educational settings, strong social capital can lead to improved information flow, support systems, and shared norms, concurring to student success. This contribution aims to delve the theoretical foundations that underpin effective family-school community collaborations (Yamauchi et al., 2017), examining the ways in which the integration of Ecological System theory and Social Capital theory can support educators and policy makers to develop strategies that promote collaborative partnerships (Epstein, 2011). The discussion emphasizes the significance of the following key components: • Trust-Building: Establishing mutual trust among families, schools, and communities is foundational. Regular communication, transparency, and honoring for mutual commitments are essential practices to this end (Bryk & Schneider, 2003). • Shared Responsibilities: Recognizing that education is a collective endeavor encourages shared decision-making and accountability. This approach leverages different perspectives and resources (Epstein & Sanders, 2006). • Culturally Responsive Practices: Acknowledging and valifying the cultural backgrounds of students and their families promotes inclusiveness, participation and commitment for everyone. Tailoring educational practices to reflect cultural diversity enhances relevance and connection (Gay, 2010).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
