Reconfiguring the Relationship between 'Immigrant Parents' and Schools in the Post-Welfare Society. the Case of Germany

Autor/inn/en	Gomolla, Mechtild; Kollender, Ellen
Titel	Reconfiguring the Relationship between 'Immigrant Parents' and Schools in the Post-Welfare Society. the Case of Germany
Quelle	In: British Journal of Sociology of Education, 43 (2022) 5, S.718-736 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2058463
Schlagwörter	Foreign Countries; Parent School Relationship; Immigrants; Educational Change; Educational History; Parent Participation; Social Bias; Diversity; Educational Policy; Politics of Education; Ethnic Groups; Educational Practices; Partnerships in Education; Racism; Germany + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Immigrant; Immigrantin; Immigranten; Bildungsreform; History of education; Bildungsgeschichte; Elternmitwirkung; Politics of education; Bildungspolitik; Educational policy; Ethnie; Bildungspraxis; Hochschulpartnerschaft; Rassismus; Deutschland
Abstract	This article problematises the discourse on 'immigrant parents' against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a 'good parent', little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to 'immigrant parents' in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of 'immigrant parents' -- in interaction with assignments regarding social background and gender -- within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents' 'exclusionary participation' in schools by emphasising and strengthening individualistic and assimilationist approaches to education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01