What question did this study set out to answer?

This article aims to explore how pre-service teachers can better engage with ethnically and linguistically diverse families.

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April 22, 2026

“It's Like What Guadalupe Valdés Says: We Aren't the Experts, the Parents Are!”: Ethnographic Perspectives and Project Based Learning Cultivating Pre‐Service Teachers' Asset‐Based Praxis

Key Points

This article aims to explore how pre-service teachers can better engage with ethnically and linguistically diverse families.
Utilized ethnography and project-based learning for pre-service teacher education
Examined the text Con Respeto to facilitate ideological shifts
Designed and implemented family outreach projects
Pre-service teachers showed a positive shift in their attitudes toward family-school relationships
Critical questions arose regarding whose learning pre-service education serves
Identified existing power structures within teacher education

Abstract

ABSTRACT This article delineates how pre‐service teachers developed dispositions to working with ethnically and linguistically diverse families through study of ethnography coupled with project‐based learning. Students' study of Con Respeto: Bridging the Distance Between Culturally Diverse Families and Schools by Guadalupe Valdés facilitated ideological shifts about family‐school relationships while putting theory into practice by designing and implementing family outreach. Despite shifting students' ideology, critical questions emerged about who pre‐service teachers' learning serves and power structures in teacher education.

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