"Parent Leadership and Voice": How Mid-Level Administrators Appropriate Pre-Kindergarten Parent Involvement Policy

Autor/inn/en	Wilinski, Bethany; Morley, Alyssa
Titel	"Parent Leadership and Voice": How Mid-Level Administrators Appropriate Pre-Kindergarten Parent Involvement Policy
Quelle	In: Educational Policy, 35 (2021) 7, S.1230-1257 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilinski, Bethany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904819864441
Schlagwörter	Parent Attitudes; Parent Participation; Leadership Role; Educational Policy; Empowerment; Preschool Education; Preschool Children; Administrator Attitudes; Legislators; Decision Making; Policy Analysis; Consultants + Suchen Sie Ihr Suchwort? Elternverhalten; Elternmitwirkung; Politics of education; Bildungspolitik; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Decision-making; Entscheidungsfindung; Politikfeldanalyse; Consultant; Berater
Abstract	In the United States, where public pre-K has recently undergone rapid expansion, pre-K policies often include a mandate for parent involvement. We analyze a pre-K parent involvement policy in the state of Michigan, demonstrating the ways mid-level administrators appropriated the policy. We show how the silences and tensions embedded in the policy became visible as the policy was appropriated by these actors. We argue that while the policy sought to "empower" parents, it simultaneously created subject positions that reified traditional notions of desirable parent involvement. This study points to the need for policies that address the complex nature of parent involvement and the importance of understanding the role of mid-level actors in policy appropriation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01