Max Antony-Newman

Bio: Max Antony-Newman is an academic researcher from University of Toronto. The author has contributed to research in topics: Multilingualism & Curriculum. The author has an hindex of 2, co-authored 3 publications receiving 37 citations.

Parental involvement of immigrant parents: a meta-synthesis

Abstract: As a key predictor of students’ academic achievement parental involvement has been in the centre of attention of both educational researchers and policymakers for quite some time. Immigrant...

Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Abstract: This study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N + 19) were educated in several Eastern Europe...

The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices

Abstract: ABSTRACT Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children’s French Immersion education, their beliefs about speaking multiple languages, and developing literacy practices at home across multiple languages are under-researched. Rooted in a plurilingual framework to examine parental beliefs and practices, this paper uses critical discourse analysis to present data collected via interviews and journals. The data show that immigrant parents demonstrate awareness and a rich variety of beliefs about their children’s plurilingual learning; they value French for instrumental reasons; and offer individual solutions for plurilingual literacy development. Implications for educators include valuing parental ‘funds of knowledge’ and acknowledging how neoliberal educational policies widen the gap between plurilingual homes and bilingual classrooms.

The role of plurilingual parenting in parental engagement of immigrant families

Abstract: Due to the increased mobility and linguistic and cultural diversity internationally, there has been a renewed interest in the linguistic practices of immigrant families. Earlier scholarship focused on the difference between parenting in monolingual contexts and bilingual parenting conceptualised as management of more than one language in a family. To better understand the complexity of language practices in immigrant families, this article develops a new concept of plurilingual parenting. This analysis is based on empirical data from Canada and uses plurilingualism as a theoretical framework. I found that immigrant parents adopt plurilingual parenting, which is characterised by the following features: (1) parental beliefs in the dynamic and fluid nature of language practices; (2) family language policies that are flexible and allow for partial proficiency in languages in familial linguistic repertoires; and (3) interconnectedness of language and culture. Implications include the possibility to use the concept of plurilingual parenting in the scholarship related to family language policy and identity negotiation in immigrant families. Educators working with immigrant students will benefit from the familiarity with the concept of plurilingual parenting by aligning their expectations with parental practices and appreciating students’ funds of knowledge.

The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools by Edward M. Olivos

Abstract: The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools.

The colour of class: the educational strategies of the Black middle classes

Abstract: The Colour of Class involves a study of the Black middle-class in Britain. With regards to methods, the research draws upon interviews with 62 Black Caribbean participants in middle-class occupatio...

Social Class in the 21st Century

Abstract: A fresh take on social class from the experts behind the BBC's 'Great British Class Survey'. Why does social class matter more than ever in Britain today? How has the meaning of class changed? What does this mean for social mobility and inequality? In this book Mike Savage and the team of sociologists responsible for the Great British Class Survey look beyond the labels to explore how and why our society is changing and what this means for the people who find themselves in the margins as well as in the centre. Their new conceptualization of class is based on the distribution of three kinds of capital - economic (inequalities in income and wealth), social (the different kinds of people we know) and cultural (the ways in which our leisure and cultural preferences are exclusive) - and provides incontrovertible evidence that class is as powerful and relevant today as it's ever been. Mike Savage has written this book in collaboration with the team of sociology experts behind the Gret British Class Survey: Niall Cunningham, Fiona Devine, Sam Friedman, Daniel Laurison, Lisa Mckenzie, Andrew Miles, Helene Snee and Paul Wakeling.