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Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities

Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Inclusive Education Taylor & Francis

Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities

17 pages

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References (69)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-5173
eISSN
1360-3116
DOI
10.1080/13603110802657685
Publisher site
See Article on Publisher Site

Abstract

Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school.

Journal

International Journal of Inclusive EducationTaylor & Francis

Published: Aug 1, 2010

Keywords: social justice; home–school relations; educational policy

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