Sara Lawrence-Lightfoot Quotes

• There must be a profound recognition that parents are the first teachers and that education begins before formal schooling and is deeply rooted in the values, traditions, and norms of family and culture.

  Sara Lawrence-Lightfoot

  Teacher, Profound, Parent

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other's participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.

  Sara Lawrence-Lightfoot

  Profesor, Niños, Escuela

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• Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.

  Sara Lawrence-Lightfoot

  Teaching, Helping, Students

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• La escolarización es lo que ocurre dentro de las paredes de la escuela, parte de lo cual es educativo. La educación ocurre en todas partes, y ocurre desde el momento en que un niño nace -algunos dicen que antes- hasta que muere.

  Sara Lawrence-Lightfoot

  Education, Children, Wall

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• It was much later that I realized Dad's secret. He gained respect by giving it. He talked and listened to the fourth-grade kids in Spring Valley who shined shoes the same way he talked and listened to a bishop or a college president. He was seriously interested in who you were and what you had to say.

  Sara Lawrence-Lightfoot

  Dad, Spring, Kids

  Sara Lawrence-Lightfoot (2000). “Respect: An Exploration”, p.4, Basic Books

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• We must develop a compelling vision of later life: one that does not assume a trajectory of decline after fifty, but one that recognizes it as a time of change, growth and new learning, a time when our courage gives us hope.

  Sara Lawrence-Lightfoot

  Giving, Growth, Vision

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• The ambiguous, gray areas of authority and responsibility between parents and teachers exacerbate the distrust between them. The distrust is further complicated by the fact that it is rarely articulated, but usually remains smoldering and silent.

  Sara Lawrence-Lightfoot

  Teacher, Responsibility, Parent

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• For those parents from lower-class and minority communities[who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.

  Sara Lawrence-Lightfoot

  School, Class, Agency

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• Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children moremalleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.

  Sara Lawrence-Lightfoot

  Children, School, Creative

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• Even though fathers, grandparents, siblings, memories of ancestors are important agents of socialization, our society focuses on the attributes and characteristics of mothers and teachers and gives them the ultimate responsibility for the child's life chances.

  Sara Lawrence-Lightfoot

  Educación, Madre, Maestra

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• Whether outside work is done by choice or not, whether women seek their identity through work, whether women are searching for pleasure or survival through work, the integration of motherhood and the world of work is a source of ambivalence, struggle, and conflict for the great majority of women.

  Sara Lawrence-Lightfoot

  Struggle, Motherhood, Choices

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• It is rare, I think, for parents to let their children -- of any age -- grow up and become peers.

  Sara Lawrence-Lightfoot

  Niños, Crecer, Pensar

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• Parece que las madres compiten sutilmente con los profesores. Siempre subyace el temor de que los profesores hagan un trabajo mejor que el que ellas han hecho con sus hijos.... Pero la mayoría de las madres creen que sus competencias son muy similares a las del profesor. De hecho, creen que conocen a su hijo mejor que nadie y que el profesor no posee ningún campo especial de autoridad o experiencia.

  Sara Lawrence-Lightfoot

  Mother, Teacher, Jobs

  Sara Lawrence-Lightfoot (1978). “Worlds apart: relationships between families and schools”, Basic Books (AZ)

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• Las visiones de la mujer, por un lado, como dirigida interiormente hacia el hogar y la familia y las nociones del hombre, por otro, como esforzándose exteriormente hacia la fama y la fortuna han resonado a lo largo de la literatura y en los textos de historia, biología y psicología hasta parecer incontestables. Estas visiones dicotómicas desafían la complejidad de los individuos y ahogan el potencial de las personas para revelar diferentes dimensiones de sí mismas en diversos entornos.

  Sara Lawrence-Lightfoot

  Home, Men, Views

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